Wind Farms

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The United States has been able to reduce fuel prices at the pump and provide jobs through fracking for oil and natural gas. Should we work toward instituting renewable forms of energy such as widespread use of Wind Farms, or should we reap the benefits of continuing the use of fossil fuels through fracking?

In this assignment, you will perform an internet search for accredited articles or use an online Journal to find peer-reviewed articles that evaluate the energy sources concerning sustainable development.

Instructions:

• Find two (2) research articles, one which discusses the pros and cons of wind farms and one which discusses the pros and cons of fracking. After reviewing the facts, create a written response that evaluates both energy sources and how each affects the three components of sustainable development: Economics, Environment, and Society.

• Make a claim about which technology is the most sustainable and, therefore, the best option. Be sure to support your claim with evidence from the articles.

NOTE: When reviewing your articles, keep in mind that Economics is referring to finances in terms of costs or benefits. Environment refers to environmental benefits or hazards, and Society refers to any potential harm or benefits to neighborhoods and people who may be affected.

Requirements:

• Provide multiple pieces of supporting evidence in your claims, using at least two (2) scholarly resources formatted in APA.

• Provide at least one (1) peer response that elaborates on your classmate’s ideas with further comment or observation, presents a relevant new idea or viewpoint for consideration, and raises a question, or politely offers an alternative perspective.

• Post the assignment and your response to the Assignment Forum by the due dates listed above.

 
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Genetically Modified Organisms

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Genetically Modified Foods

Genetically modified (GM) foods have been on sale in the world’s supermarkets since 1994. We do not recognize them because the U.S. Food and Drug Administration (FDA) does not require that GM foods be labeled as such.

As the world’s population rises, so does the need for food. Genetic engineering provides a way to increase food production. Biotechnologists can develop desirable characteristics in an organism by altering its genes or by inserting new genes into the organism’s cells. For example, soybeans, corn, and other crop plants have been genetically modified to make proteins that protect them from the action of herbicides. Farmers who plant these GM crops can spray herbicides to control weeds without harming the crop.

GM foods are not limited to plant crops. GM animals have also been developed, including a strain of salmon that grows twice as fast as other salmon. The FDA has not yet cleared any GM animals for human consumption. But it has cleared many GM plant foods for sale. Not only is labeling of GM foods not required, it is actually unlawful to label foods that do not contain GM organisms. In 2011, consumer groups brought legal action against the U.S. government to force new labeling laws. Following are two points of view on GM foods.

A scientist examines experimental samples of genetically modified fruit trees.

This farmer from Oaxaca, Mexico, holds up ears of traditional corn varieties. Some people fear that genes from genetically modified varieties could accidentally be introduced into native varieties.

Although these cans are labeled, genetically modified foods are not required to be labeled as such in the United States.

400 Unit 4:    Water, Air, and Land

DO NOT EDIT–Changes must be made through “File info” printcode=a

 

 

ECOZine at HMDScience.com

Go online for the latest environmental science news and updates on all EcoZine articles.

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What Do You Think?

What Do You Think? Some people propose that genetically modified  foods should have labels that identify them as  such. Could such a measure decrease criticism  about the safety of genetically modified foods?  Based on what you have read, decide whether  you would buy genetically modified foods at  the grocery store. Explain your reasoning.

The Benefits Outweigh the Risks People who support development of GM plants and animals view the process as an extension of previous breeding techniques. Traditionally, farmers altered the genetic makeup of a species by crossbreeding different strains to combine their best traits into one strain. However, the direct manipulation of genes through genetic engineering makes it possible to control genetic changes more precisely and efficiently. It even makes it possible to insert genes from one species into another.

The potential to increase crop yields is one advantage of GM food plants. Some GM crops, including corn that contains Bt genes, produce their own insecticides. These GM crops not only have the potential for higher yields, but also can reduce the expense and toxic exposure associated with pesticide and herbicide use. Crops that have been genetically engineered to tolerate herbicides can reduce the cost and fuel emissions associated with using farm machinery to get rid of weeds.

Other beneficial characteristics of GM fruits and vegetables include development of produce that stays fresh longer or contains added nutrients. For example, inserting a gene that increases the amino acids in a plant food could give it more nutritional value. To combat world hunger, scientists might be able to develop seeds that grow well in areas with poor soil or little water.

The Risks Outweigh the Benefits Critics of GM foods think that these products are significantly different from foods developed through traditional methods. Scientists can use genetic engineering to place genes from any species into another. Opponents are concerned about the safety of foods that contain these “foreign” genes.

One safety concern is the possibility of allergic reactions. Some foods, such as peanuts and shellfish, cause allergic reactions in many people. If genes from these foods are placed in entirely different products, people who eat these new products without knowing they contain the foreign genes may suffer allergic reactions.

Other critics object to GM foods for religious or ethical reasons. Certain religions prohibit eating pork and other foods. People may object to the insertion of genes from pigs or other prohibited foods into foods they normally eat. Similarly, vegetarians might object to eating foods that contain animal genes. Such insertions are particularly worrisome when the sources of modifications are not noted on packaging.

Another major concern is pesticide resistance. Insects can rapidly develop the ability to survive exposure to pesticides. When they do, farmers lose the ability to combat infestations and significant crop losses can result. Farmers who grow genetically engineered crops that make their own pesticides, such as Bt corn, must take special precautions against the development of pesticide resistance.

Some scientists are concerned that genetically engineered plant and animal species could accidentally be introduced into the wild. For example, fast-growing GM salmon that escape from aquaculture enclosures might thrive at the expense of wild species. Wild species could become extinct, thus reducing biodiversity and potentially affecting ecosystem stability.

These people in Montreal, Quebec, are protesting the importation of genetically modified organisms (GMOs). Many countries have not accepted genetically engineered crops as much as the United States has.

401Chapter 15:    Food and Agriculture

DO NOT EDIT–Changes must be made through “File info” printcode=a

 
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Transportation

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For the assignment, please do the following:

1.  Watch at least three professional interviews from the Career for change (https://careersforchange.net/) website and read over the corresponding articles attached to each interview.

2. Based on the professional interviews submit written responses to each of the below questions (one paragraph: 4-6 sentences per question).

  1. Discuss the role transportation plays in climate change.
  2. Of the interviews you watched, provide a concrete example of how their career has an impact on California’s carbon emissions.
  3. Today you watched a series of interviews about professionals in the transportation industry. Imagine a sibling, relative, or friend who said they would like to pursue a career that improves the environment. Based upon what you’ve learned in this module, what career options in the transportation field might you recommend and why?
 
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Advanced Pollution Prevention

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This unit has focused on the impact of pollution prevention (P2) on ecosystems and biological communities. For this assignment, locate two articles from the CSU Online Library that address the impact of P2 on ecosystems and biological communities. You can either discuss each article separately or weave them together. In your critique, discuss the following elements:

  • the thesis of each article,
  • the significant points brought up in the articles that contribute to the field of P2,
  • how the use of P2 concepts reduced harm to an ecosystem/biological community, and
  • the harm that would come to the ecosystem/biological community if P2 was not used.

In your paper, ensure that you present an insightful and thorough analysis of the articles. Limit the number of direct quotations from the articles. The vast majority of your paper should contain paraphrased information from your sources and should include your own critique of the articles you chose. Your paper must be at least three full pages in length. A title page and references page must be included; however, these pages will not count toward meeting the minimum page requirement. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

 
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History, Present, And Future Of Public Health And The Organizations With Influence

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PLEASE FOLLOW INSTRUCTIONS-VERY IMPORTANT- Please use  City of San Francisco for guidance.

Absolutely no quoted text is allowed! NO PLAGIARISM! This will be checked by me and teachers.

Assignment is due today at 6pm California time. If you cant meet this deadline, don’t offer to assist. Price isn’t negotiable.

 

Now that you have reviewed the general history of public health and reviewed some of the organizations that have influence at the national, state, and local levels, what do you feel is the biggest health issue facing your community? Present an assessment, policy, and assurance scan for this health issue:

  • How many are affected (approximately)?
  • What is the demographic information of those affected?
  • Are there any policies in place to address this health issue?
  • Have the policies been effective?
  • What policies would you implement to cause a positive change?
  • Finally, what assurances would you utilize to maintain the positive change?

Guided Response: Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.

 
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Help With Hazardous Material Case Study

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Unit VI Case Study

 

Read the following scenario, and answer the questions following each section:

The Dosit Corporation is a chemical manufacturer, and its products are sold to other manufacturers and used in household cleaning products. The company has 290 employees with about 220 involved in the production process,

30 working as maintenance personnel, and the remainder in clerical, sales, engineering, and senior management positions.

 

The company has never had a safety manager before it recently hiring you. The company president instructed you to find out what is wrong regarding safety and health and then to fix it. Several binders and files have been given to you with the explanation that they are the existing safety policies and records. Looking through one folder, you find a chemical inventory list from two years ago that included 780 chemicals. You find no records of hazard communication training, and the existing written program is very minimal and inadequate. You also look at the MSDS/SDS files and find considerably fewer than 780 MSDS/SDSs.

 

Question 1. What steps should you take to bring the company into compliance with the HCS considering best practices?

 

You went on a tour of your company’s chemical processing area with the production foreman. As with any such operations, there are pipes going everywhere and numerous tanks. You noticed that few of the pipes and none of the tanks have visible labels indicating what is in the tanks or pipes.

 

Question 2a. Is this a problem from a safety or regulatory point of view? Why?

Question 2b. What would be your recommendation on labeling considering the regulatory requirements?

 

You have just finished training the entire workforce about chemical hazards. The training was not well received by the workforce, and they generally appeared to be bored; end-of-class quizzes indicated that they did not really grasp the essential information. You do not understand how this could be because you carefully went over the MSDS/SDS for each chemical that a given group of workers were potentially exposed to and explained in detail the precautions they needed to take.

 

Question 3a. What most likely went wrong in this training?

Question 3b. How could future training be improved, including the explanation of chemical hazards without specifically addressing each chemical?

 

During the inventory, you find a quart can of a chemical with a label in the maintenance shop. You find out that the shop personnel only use it occasionally and for unfreezing rusted bolts. They do not seem to know anything about the chemical’s potential hazards, and the wording on the container is not totally legible, so you are not sure what the hazards are either.

 

Question 4a. How would find out about the proper use, storage, and disposal of this chemical?

Question 4b. How would you identify the chemical as hazardous, or as not hazardous?

 

During an inventory, you come across an unlabeled five-gallon container of a chemical on which someone has written a chemical name.

 

Question 5. What should you do, if anything, about this container?

 

Use complete sentences when formulating your responses, and use APA format when writing your responses. Your paper must be a minimum of two pages in length, not including title and reference pages. Provide examples in your discussions, and support your answers with appropriate references and in-text citations.

 
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Environmental Engineering

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Name: _______________________________________

Page 1 of 8

Final Exam – CE 2633: Environmental Engineering Due December 11 noon, 2009

NO DISCUSSION, NO TEAM WORK Multiple Choice (50 points – 5 points per question, circle all that apply)

1. Which of the following statements are true concerning the Safe Drinking Water Act secondary standards?

a. They are enforceable. b. They are for compounds which make drinking water aesthetically pleasing

to consumers. c. They enable drinking water to be potable. d. They enable drinking water to be palatable. e. All of the above.

2. A pollutant which degrades according to the equation dC/dt = -kC is said to react

according to? a. Zero order kinetics. b. First order kinetics. c. Second order kinetics. d. None of above. e. All of the above.

3. Recarbonation is necessary in drinking water treatment because:

a. The chemicals added during water treatment reduce the pH. b. The chemicals added during water treatment increase the pH. c. The chemicals added during water treatment consume carbon dioxide. d. All of the above e. None of the above

4. If the current mineral reserve of iron is 65,400 Tg, the annual demand is 1060 Tg

and we assume the demand increases 1.2% annually, how long will the reserve last?

a. 62 years b. 73 years c. 55 years d. 46 years e. None of the above

5. A solution that has a [OH-] concentration of 10-3 M has a pH of

a. 11 b. 7 c. 3 d. 10 e. -3 f. 12

 

 

Name: _______________________________________

Page 2 of 8

6. A dual media rapid sand filter used what two types of porous media for screening

of small-sized particulate matter a. Anthracite coal b. Garnet c. Gravel d. Sand e. Clay

7. The unit process that is used primarily for the removal of settleable solids such as

coffee grinds and sand is: a. Comminutor b. Primary settling tank c. Grit chamber d. Secondary clarifier e. Bar screen

8. The hardness of water is most commonly due to the presence of

a. CO3 2-

b. HCO3 –

c. Ca2+ d. Mg2+ e. Cl- f. All of above g. None of the above

9. The single-most important purpose of secondary treatment is

a. Removal of suspended solids b. Removal of suspended BOD c. Removal of soluble BOD d. Denitrification e. Nitrification f. All of above

10. The purpose of disinfection in drinking water treatment is/are concentration of 10-

a. Kill pathogens b. Keep residual chlorine to the end point of the consumer c. More palatable water d. Prevent disinfection by-products e. Reduce the turbidity

 

 

 

Name ____________________________Student No. ____________________________

Page 3 of 8

Short Answers (10 points – 10 points per question) 1) Below (in problems I-VII) are listed the abbreviations for several of the major regulations discussed in CE 2633 and the major topics covered by these regulations. Match the regulation with its description.

___I. SARA A) established primary regulations for the protection of public

health and secondary regulations related to the esthetic properties of drinking water

___II. RCRA B) provides for liability, compensation, cleanup and emergency response for hazardous substances released into the environment and for the cleanup of inactive hazardous waste disposal sites

___III. HSWA C) control of waterborne toxic substances and formation of NPDES permits

___IV. CAA D) directed the US EPA to establish hazardous waste regulations which define, classify and regulate the generation and disposal of hazardous wastes

___V. SDWA E) created, in part, in response to concerns that existing methods of hazardous waste disposal were not safe; sets restrictions on the land disposal of specific wastes (commonly referred to as the “Land Ban”)

___VI. CERCLA F) reaffirmed previously enacted legislation; clearly a preference for remediation technologies that rendered a waste nonhazardous (rather than just transferring it from one disposal site to another or simple containment on site)

___VII. CWA G) established the NAAQS, required states to submit SIPs that would show how they would meet these standards; required NSPS to be established which would limit emissions from certain types of industrial facilities.

2) Define the following terms

 

a) Steady state condition b) Conservative pollutant

 

 

 

Name ____________________________Student No. ____________________________

Page 4 of 8

3) Draw a schematic of a typical secondary wastewater treatment plant using activated sludge treatment. Indicate where sludge are produced and where gases are added

4) What is “purple pipe”? (Guest speaker lecture) 5) What is nitrification and denitrification? (List chemical reactions too)

 

 

 

Name ____________________________Student No. ____________________________

Page 5 of 8

6) List five of six major air pollutants for which the US EPA has designated air quality standards.

7) Identify the water treatment process (from the list below) that is most likely to be used to (hint: you only need to pick 4 out of 12 choices):

i) protect the general public from dental caries _____ ii) remove turbidity _____ iii) protect the general public from waterborne diseases ____ iv) reduce the pH following softening ____

A) softening B) flocculation/ coagulation C) alkali addition D) recarbonation E) disinfection F) bar screens G) low-lift pumps H) high lift pumps I) fluoridation J) distribution K) filtration

L) activated sludge

8) There are two sludge treatment processes, one use sludge retention time of 3 days (θc=3 days), they other use sludge retention time of 10 days (θc=10 days), which process cost more for sludge proposal? And why?

 

 

 

Name ____________________________Student No. ____________________________

Page 6 of 8

9) If a hazard index is 0.001 (HI=0.001), what does this number mean to you as an environmental engineer? (For example, is there any potential healthy effect?)

10) Among alpha, beta, gamma and x-ray, what are the most dangerous internal radiation

hazards? Why?

 

 

Name ____________________________Student No. ____________________________

Page 7 of 8

Part III – Problems Problem 1 – Alkalinity (40 points) A water has a pH of 5.66 and the concentration of HCO3

– is 0.658 mg/L. What is the exact alkalinity of the water in units of mg/L as CaCO3?

 

 

Name ____________________________Student No. ____________________________

Page 8 of 8

Problem 2 – Water quality in river (60 points) Using the data given below: a) calculate the DO deficit just after mixing of the plant waste water with the water in the river. b) calculate the time (days) required for the deficit to reach its maximum value Deadly Chemical Plant Babbling Run (upstream from outfall) Flow, m3/s 0.33 5.67 ult-BOD at 20 oC, mg/L 450 1.05 DO, mg/L 0.0 8.3 kd, at 20

oC, day-1 N/A 0.22 kr, at 20

oC, day-1 N/A 0.78 speed, m/s N/A 0.55 T, oC 20 20 DOsat, mg/L, 20

oC N/A 9.17 N/A = not applicable

 
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Accident Prevention Plan (2 Diff Copies For 160)

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Assignment:

 

You are to complete an accident prevention plan for a company. The Complete list of content/sections to be covered is listed in the contents section below. The company profile, which you need to match to the content/sections, is listed in the company profile section below. The expected finished length of this assignment is from 75 to 100 pages.

 

A templatePreview the documentView in a new window has been provided to help you organize your Accident Prevention Plan.

 

Formatting:

 

Body Text Size: All of the body text in this assignment needs to be set in 12-point size. Please resist the temptation to mix and match point sizes.

 

Header Text Size: All of the header text in this assignment can be set in 14-point or 16-point size. Please resist the temptation to mix and match point sizes. Pick your text size and use it consistently throughout the assignment.

 

Double Spacing: For this assignment select all of your text and set it for double spacing. This includes the headers and body of your work. This allows space for marking up or making notes while I am reviewing what you have written. This also helps to make the document more readable. (The exception to the double spacing is the text on the title page.)

 

Page Margins: Set your pages to one-inch margins. One-inch margins mean one (1”) on all sides. The only text that ends up on the outside of the one-inch margin is the page number.

 

Title Page: This page will contain the title, “Accident Prevention Plan”, and the name block. Place the title in the center, right to left and about one-third the way down the page.

 

Name Block: Place the name block in the center, right to left and about two- thirds the way down the page. Put your name first, then the class title and then the date. Example:

 

Your Name

TECH 462 –Industrial Safety Engineering

 

 

Spelling/Grammar Checking: Remember to do your spelling and grammar checking before turning your assignments in. When doing the spelling/grammar checking keep in mind that some words such as mush and must, woods and words, or here and cow, will not be caught by either check. To correct these problems, you will need to proofread your work.

 

Page Numbers: Any assignment that has more than one page, needs to have page numbers on it. Please place your page numbers on the bottom of the page. In MS Word, use the footer selection and place the page number in the bottomcenter or bottom right of the page.

 

Content: (Major Contents/Sections Check-Off List)

 

___      1. Title Page

___      2. Table of Contents Page

___      3. Divider Pages

___      4. Introduction

A. Purpose & Intentions

B. Company Presidents Statement

___      5. Management Responsibilities

A. Manager Responsibilities

B. Supervisors Responsibilities

___      6. Employee Orientation

A. How and When

B. Emergency Action Plan

C. Emergency Shutdown Procedures

___      7. Injury and Illness Procedures

A. Procedures

B. Record Keeping

C. Supervisor Responsibilities

D. Report Form

___      8. Incident/Accident Investigation Procedures

A. Procedure Steps

B. Worksheet Form

C. Incident/Accident Table

___      9. Safety Guidelines

A. Guidelines

B. Equipment Specific

C. Individual Specific

___      10. Safety Disciplinary Policy

 

___      11. Safety Awareness Program

A. Safety Committee

B. Safety Meetings

C. Safety Training and Forms

D. Safety Award Program

___      12. Appendices

A. MSDS

B. State & Federal Posters

C. OSHA Forms and Instructions

 

Company Profile:

 

Company Size: 350 employees

 

Company Product: Custom manufacture of industrial hardened computers (CPU, Keyboards, etc)

 

Processes at factory include:

Circuit board assembly

Circuit board production

Metal case production

Plastic forming processes

Plastic pellet storage and transport to machines

Shipping/receiving

 

Specific equipment in factory:

Air compressor

Conveyors

Electric forklift

Hoists

Metal punch presses

Metal bending and cutting machines

Plastic injection molding machines

Plastic sheet forming equipment

Shearing machine for sheet plastic

 

Safety Promotion Budget: $8,000 annually

 

Saving/Naming Your File:

 

When you save your file, make sure that your name and the project number are included in it.

 

Example:                     YourName462APP

 
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Pollution Prevention And Fire Protection And Prevention

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BEM 4001, Pollution Prevention 1

 

Course Description Review of the foundations in pollution prevention concepts and methods. Provides specific information on improved manufacturing operations, life-cycle assessment, design considerations, economics, sustainability issues, fugitive emissions, and material and resource conservation.

Course Textbook Bishop, P. L. (2000). Pollution prevention: Fundamentals and practice. Long Grove, IL: Waveland Press.

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

1. Discuss pollution prevention and the topics involved with the pollution prevention hierarchy. 2. Describe the importance of industrialized environmental ethics and the impacts concerning the environment as

they relate to air pollution, solid waste, hazardous waste, water pollution, energy usage, and resource depletion. 3. Explain the procedures involved with the regulatory process and the relevant laws pertaining to environmental

regulation. 4. List and describe the important stages involved with the manufacturing process along with the relevance of

improved manufacturing operations as it relates to product changes and management. 5. From historical to application, evaluate and describe the various aspects of the life-cycle assessment. 6. Evaluate and solve problems concerning pollution prevention economics. 7. Summarize the concepts involved with environmental management systems. 8. Discuss an emissions inventory environmental audit and the important processes involved with a toxic release

inventory. 9. List and explain the important concepts involved in disassembly/de-manufacturing.

10. Discuss the importance of minimized packaging as it relates to the concepts involved with pollution prevention. 11. Describe the basis for regulatory pollution prevention as it relates to municipal programs. 12. Explain the various POTW pollution prevention programs and the processes involved with municipal type source

control and pretreatment programs. 13. Describe a desirable municipal P2 program and contrast a publicly administered P2 program vs. an internal P2

publicly owned treatment works program. 14. Discuss the history and problems involved with the development of a sustainable society and steps involved

concerning the adoption of sustainability.

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

Course Structure

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

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Key Terms: Key terms are intended to guide students in their course of study. Students should pay particular

attention to key terms as they represent important concepts within the unit material and reading.

BEM 4001, Pollution Prevention Course Syllabus

 

 

BEM 4001, Pollution Prevention 2

4. Reading Assignments: Units I-III and V-VII contain reading assignments from one or more chapters in the textbook.

5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.

6. Assessments: This course contains six unit assessments, to be completed at the end of Units I-III and V-VII. A grading rubric is included with the Unit I Assessment. Specific information about accessing this rubric is provided below.

7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units IV, and VIII. Specific information and instructions regarding these assignments are provided below. A grading rubric is included each Assignment. Specific information about accessing these rubrics is provided below.

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

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

Unit Assignments Unit IV Article Critique The Article Critique is required to be a minimum of two pages to a maximum of four pages, double-spaced, APA style, from the journals and articles available in our CSU Library Databases. The article should deal with any of the material presented in the first three units of this course. The article itself must be more than one page in length. The article critique should include the following components:

 A brief introduction of the article

 Analysis of the key points in the article

 Application and comparison of some points in the article that might be applied to the company you work for, or have worked for

 Summary of the article’s conclusions and your own opinions The Ebsco Database (Business Source Complete) is the best source of journals for environmental and safety related articles. Students can access the CSU Online Library resources through the My Library button on the course menu under Resources. Unit VIII Case Scenario Students may choose ONE of the TWO scenarios listed below for the Unit VIII Case Scenario Assignment. After selecting one of the two case scenarios below, students should provide a response that is a minimum of three to four pages (approximately 900-1100 words), double spaced, and following APA style guidelines. References should be provided for all resource material. Information resources can be gathered from the journals and articles available in our CSU Library Databases or from the students own research of peer reviewed journals and/or internet based regulatory support material (i.e. EPA’s website). The Ebsco Database (Business Source Complete) is a very good source of journals for articles related to the subject matter. Students can access the CSU Online Library resources through the My Library button on the course menu under Resources. Scenario #1 You are the owner of a public marina and boatyard in Florida. Your marina is quite large and, along with being a marine retailer, it rents slips to small and large power boats and yachts, sailboats, and houseboats. It has a Yacht Club and popular restaurant/bar on the property. A portion of the property also is set aside for a small commercial fishing operation and boat repair and maintenance facility. This facility houses outdoor pressure washing areas, material handling and storage areas, blasting and painting areas, engine maintenance and repair areas, welding and fabrication areas, and dry-dock facilities. Recently there have been complaints to you and the state about pollution in the waterways leading into and around your marina. There are scattered gasoline and oil slicks in the waters, loose trash around the docks and in the water adjacent

 

 

BEM 4001, Pollution Prevention 3

to the restaurant, a large number of seagulls that create a nuisance around the restaurant facility (mostly around the old, cracked, garbage containers at the back of the restaurant). The boat repair and maintenance facility is generally well run but there is evidence of open and exposed 55 gallon drums of dirty spare parts and discarded items outside the facility, greasy looking trails of muck outside the warehouse doors, and un-diked areas for liquid storage tanks of paints, solvents, resins and other materials. Rainwater washes these areas directly into either the marina waterways or offsite to the city stormwater system. The state has contacted you and requested a response from you regarding these complaints. It is indicating that you need to file for a SWPPP (Storm Water Pollution Prevention Plan) under a generic NPDES permit (Sector Q and R). What would you include in a comprehensive, multimedia pollution prevention education program for your employees, the owners of boats that rent slips, and the general public that utilizes your docking facilities? Your focus should be on best management practices that support environmentally friendly practices intended to protect and preserve Florida’s natural aquatic environments. You should also focus on the requirements for the SWPPP. Scenario #2 You are the newly appointed, and first, Environmental Manager of a major home products manufacturing plant in a major southern U.S. city. Your facility manufactures a wide range of household cleaning products and is a three shift operation that employs over 300 workers. The plant ships out finished products in all sizes of containers from household spray and liquid bottles to industrial sized 55 gallon drums and 500 gallon totes. There is a shipping and receiving warehouse facility with 20 bays for tractor trailer trucks. There are 6 large diked outdoor storage tank farms for raw materials and finished products. There is a private railroad car spur that unloads raw material hazardous chemicals into 5-10,000 storage tanks. There is also an attached $1 million dollar enclosed building used to unload the gas chlorine (approximately 20 million tons per year) that is utilized in many of your products (this facility is fully sealed off with protective alarms and gas scrubbers in case of a chlorine leak). You have a TSD permit that allows you to operate a wastewater recycling operation on site that treats both your aqueous and solvent based wastewaters. You utilize these recycled waters in both cleanup operations around the plant and in the actual product manufacture when quality control permits. The TSD was secured by the corporate environmental engineering department and the recycling operations themselves were run by the production department. There has never been a full time environmental manager on site. Recently a survey and audit has determined that your VOC emissions from the manufacturing plant floor operations have jumped above the 50 ton mark for the first time. There have been persistent leaks that have allowed small amounts of sodium hydroxide and other hazardous chemicals to migrate outside the plant into the sewer system that adjoins the property. It appears that these leaks have come from the caulking materials that are at the base of the wall and floor of your unlined raw material tank farms. There have also been problems with the air emissions from older designed ink production date coders and the blow molding presses where the plant makes its own polyethylene bottles. Finally, the number of spills on the bottle filling lines has increased dramatically over the past six months and caused a measurable amount of finished product (both solvent based and water based) to be swept into the floor drains that are on the production floor. These drains lead to the city water treatment systems and not to your recycling operations. The plant manager is tired of hearing of all of these problems and the loss of product. He is irate about the repeated visits from the local city water treatment plant official (who he hates and is a fan of a rival SEC football team); along with the most recent annoying visit from the state water permitting authority. That is why he requested corporate headquarters to allow him to hire a full time Environmental Manager. Here is where you enter the scene – as you arrive for your first day at work he lays out the litany of problems, spills, and complaints. He wants to know your plan for addressing these issues and how you can put a halt to all this mess and institute a full Pollution Prevention plan for the plant. And he wants it – Yesterday! He finishes his mini-tirade with a warm “Welcome to the Big Time World and, remember – I don’t ever want to be part of the six o’clock news – you get my drift!” In your response, please identify and be specific about what you would do, what programs would you address and implement to remedy the problems. Where would your priorities lie for creating the complete Pollution Prevention Program for your facility? You do have support from corporate environmental engineering and in-house production engineering staff along with a reasonable budget, but the plant employees themselves are rather cool to the idea of any extra work that might be created for them. Aside from his initial gruffness, the plant manager has subsequently and sincerely pledged his support for all your programs. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

BEM 4001, Pollution Prevention 4

APA Guidelines CSU requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. A document titled “APA Guide” is available for you to download from the APA Guide link, found in the Learning Resources area of the myCSU Student Portal. It may also be accessed from the Student Resources link on the Course Menu. This document includes examples and sample papers and provides links to The CSU Success Center and the CSU Online Library staff.

Blackboard Grading Rubrics Unit Assessment Rubrics One or more “written response” questions in this course utilize a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of the written response question. Your professor will use the Blackboard Grading Rubric to assign points and provide feedback. You are encouraged to view the rubric before submitting your response. This will allow you to review the evaluation criteria as you prepare your response. You may access the rubric by clicking on the “View Rubric” icon next to the written response question within the assessment. Upon receiving your assessment grade, you may view your grade breakdown and feedback in the rubric within the assessment. Assignment Rubrics One or more assignments in this course utilizes a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of an assignment. Your professor will use the Blackboard Grading Rubric to assign points and provide feedback for the assignment. You are encouraged to view the assignment rubric before submitting your work. This will allow you to review the evaluation criteria as you prepare your assignments. You may access the rubric in “My Grades” through the “Tools” button in your course menu. Click the “View Rubric” link to see the evaluation criteria for the assignment. Upon receiving your assignment grade, you may view your grade breakdown and feedback in the rubric.

CSU Grading Rubrics for Papers/Projects, Discussion Boards, and Assessments The Learning Resource area of the myCSU Student Portal provides the rubrics, and information on how to use them, for Discussion Boards, written response questions in Unit Assessments, and Research Papers/Projects. The course writing assignments will be graded based on the CSU Grading Rubric for all types of writing assignments, unless otherwise specified within assignment instructions. In addition, all papers will be submitted for electronic evaluation to rule out plagiarism. Course projects will contain project specific grading criteria defined in the project directions. To view the rubrics, click the Academic Policies link on the Course Menu, or access it through the CSU Grading Rubric link found in the Learning Resources area of the myCSU Student Portal.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

 

 

BEM 4001, Pollution Prevention 5

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Board (8 @ 1% each) = 8% Unit Assessments (6 @ 10% each) = 60% Unit IV Article Critique = 16% Unit VIII Case Scenario = 16% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT)

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

 

 

BEM 4001, Pollution Prevention 6

BEM 4001, Pollution Prevention Course Schedule

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

 

Unit I Introduction to Pollution Prevention and Industrial Activity and the Environment

Review:  Unit Study Guide

Read:  Chapter 1: Introduction to Pollution Prevention  Chapter 3: Industrial Activities and the Environment

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit II Environmental Regulations and Improved Manufacturing Operations

Review:  Unit Study Guide

Read:  Chapter 4: Environmental Regulations  Chapter 5: Improved Manufacturing Operations

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit III Life-Cycle Assessment and Pollution Prevention Economics

Review:  Unit Study Guide

Read:  Chapter 6: Life-Cycle Assessment  Chapter 7: Pollution Prevention Economics

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

BEM 4001, Pollution Prevention 7

BEM 4001, Pollution Prevention Course Schedule

Unit IV Mid-Course Summary – Article Critique

Review:  Unit Study Guide

Read:  None

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Article Critique by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit V Pollution Prevention Planning and Design for the Environment

Review:  Unit Study Guide

Read:  Chapter 8: Pollution Prevention Planning  Chapter 9: Design for the Environment

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VI Municipal Pollution Prevention Programs

Review:  Unit Study Guide

Read:  Chapter 13: Municipal Pollution Prevention Programs

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

BEM 4001, Pollution Prevention 8

BEM 4001, Pollution Prevention Course Schedule

Unit VII Toward a Sustainable Society

Review:  Unit Study Guide

Read:  Chapter 14: Toward a Sustainable Society

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VIII Course Summary – Case Scenario

Review:  Unit Study Guide

Read:  None

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Case Scenario by Tuesday, Midnight (Central Time)

Notes/Goals:

 
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Environmental Health Unit I

/in /by

Since risk cannot be reduced to zero, the ALARP concept is often applied. What might be some pitfalls to applying this concept?

Your response must be at least 75 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

Review the summary of the ANSI/AIHA Z10 sections in Chapter 1 of the course textbook. From these descriptions, discuss what you think might be roadblocks to implementing the standard in a typical manufacturing organization. Which sections might prove to be the most challenging?

 

Your response must be at least 75 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

The course textbook states that �Management Leadership and Employee Participation� is the most important section of ANSI/AIHA Z10. Review the descriptions of the other sections of the standard in your textbook, and provide your opinion as to which section might be the second most important. Support your discussion with examples from personal experience and/or additional research.

Your response must be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

The stated primary purpose of Z10 is to reduce the risk of occupational injuries, illnesses, and fatalities. As noted in the course text, zero risk is not likely to be achievable, so acceptable risk levels must be defined. What about a goal of zero injuries? Is that achievable? How does �acceptable� risk affect injury reduction goals? Support your discussion with at least two references.

Your response must be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 
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