OSHA Case Study

Consider the scenario below:

Workers need to enter a below-ground, concrete-lined vault to repair a leaking valve that controls the flow of wastewater from several buildings at your plant. The opening for the pit is outdoors and secured with a 36-inch diameter manhole cover. The pit is 12 feet deep, and the walls are 6 feet x 6 feet wide. The valve is at the bottom of the vault. You opened the cover, tested the atmosphere, and found oxygen levels to be at 16%. No toxic substances were detected. After ventilating the space for 15 minutes, the oxygen reading reached 18% and remained at that level.

Address the following items:

  • Using the flow chart in Appendix A of 29 CFR 1910.146, determine the classification of the space. Explain how you reached the decision.
  • Based on your determination, develop an OSHA-compliant standard operating procedure (SOP) for workers to follow when entering the space to repair the valve. Include the citation(s) from 29 CFR 1910.146 for each step of the procedure.

Your submission must be a minimum of two pages, not including title and reference pages, and follow APA guidelines. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.

 
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Enviromental Science

Environmental Science: Toward a Sustainable Future

by Wright and Boorse, 12th edition

16 Multiple Choice Questions

1) The future worldwide use of irrigation:

A) is expected to double in the next 20 years due to increasing demands for food

B) is limited by the availability of freshwater, waterlogging, and salinization of soils

C) depends on new technologies to extract more groundwater

D) will require increased reliance on new hydrogen technologies to produce freshwater

16) The development of new varieties of grain crops increased productivity by increasing the:

A) surface area of the leaves of the plants

B) size of the roots and ability to absorb water

C) strength of the stems to support more grains

D) size and number of seeds

2) In the last 50 years, the greatest progress in addressing worldwide hunger and malnutrition came from the:

A) use of better transportation methods to export grain more efficiently

B) development and use of new varieties of high-yielding wheat and rice

C) reduced reliance on pesticides, herbicides, and chemical fertilizers

D) widespread use of sustainable irrigation methods

3) Although the Green Revolution has greatly reduced world hunger and malnutrition, it has:

A) doubled the amount of land used to raise crops

B) not significantly increased the productivity of modern agriculture

C) required high levels of increasingly expensive fertilizer and pesticides

D) contributed significantly to the destruction of the ozone layer

4) Radiation exposure immediately around a properly functioning nuclear power plant is about

A) less than 1% of natural background exposure.

B) double normal environmental background exposure.

C) 10 times higher than normal environmental background exposure.

D) 100 times higher than normal environmental background exposure.

5) Nuclear bombs rely upon:

A) a domino effect that causes the nuclear fission of uranium-235 in less than a second

B) a domino effect that causes the nuclear fusion of uranium-235 in less than a second

C) an instantaneous fission of uranium-235 under extreme pressures

D) an instantaneous fusion of uranium-235 under extreme pressures

6) Enrichment of nuclear fuel:

A) increases the relative concentration of uranium-235 to only 3-5% to avoid any possibility of nuclear explosion at higher percentages

B) increases the relative concentration of uranium-235 to 30-50% to avoid a nuclear explosion at higher percentages

C) decreases the relative concentration of uranium-235 from 60% to only 3-5% to avoid a nuclear explosion at higher percentages

D) decreases the relative concentration of uranium-235 from 100% to 30-50% to avoid a nuclear explosion at higher percentages

7) The actual fission reactions that release energy in a nuclear power plant are about:

A) two-thirds from uranium-235 and one-third from uranium-239

B) one-third from uranium-235 and two-thirds from uranium-239

C) two-thirds from uranium-235 and one-third from plutonium-239

D) one-third from uranium-235 and two-thirds from plutonium-239

8) A self-amplifying reaction and a nuclear explosion in a nuclear power plant are prevented in large part by:

A) the regular addition of uranium-239 to the fuel

B) control rods that absorb extra neutrons

C) the production of plutonium-239

D) fuel rods that absorb tremendous amounts of heat

Unit 3 Examination

9) Compared to a nuclear plant, a coal-fired plant:

A) releases more than 100 times more radioactivity because of radioactive elements in coal.

B) requires much less mining and results in fewer mining deaths.

C) contributes to acid rain, and a nuclear plant does not.

D) emits much less carbon dioxide.

10) About how much of the sun’s radiation would strike the Earth if the Earth did not have its atmosphere?

A) about 10 times more

B) about twice as much

C) it would be about the same

D) about half as much

11) With all of the sun’s energy striking the Earth every second of every day, why doesn’t the Earth overheat and kill us all?

A) The Earth is so large and dense that it absorbs all of this heat.

B) The Earth is overheating regionally, melting rocks into the lava of volcanoes.

C) The Earth maintains a balance by radiating this heat back into space.

D) The atmosphere of the Earth prevents the solar radiation from reaching the Earth’s surface.

12) The thinning of the troposphere away from the equator is primarily a result of:

A) land masses moving towards the poles

B) shifting of the continental plates due to plate tectonics

C) differences in solar energy striking the Earth

D) the number of clouds in the mesosphere and thermosphere

13) The effect of the 2008 recession has

A) speeded up the flight from inner cities to suburbs.

B) made existing properties more valuable.

C) greatly slowed the suburban building boom and the purchase of new houses.

D) reversed the movement to suburbs, increasing the pressure to find housing in the inner city.

Unit 4 Examination

14) Over the past 60 years, as people moved from U.S. cities to suburbs, the people that were left behind in the cities were primarily

A) older, poor people representing ethnic minorities.

B) younger, wealthy people representing ethnic minorities. C) older and wealthy Caucasians.

D) younger Caucasians.

15) _________________ ranges from supporting and voting for particular candidates to expressing your support for particular legislation through letters or phone calls.

A) Lifestyle choices

B) Membership in nongovernmental organizations

C) Political involvement

D) None of the above

 
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OSHA Health Hazards Analysis

You have been tasked with identifying health hazards associated with a          production line at a manufacturing facility.

Employees at the beginning of the  line use a solvent to  clean the         surface  of medium-size auto parts, and then  they place the parts on a  moving    line. As  the parts move along the line, an  employee sprays them with a         powder  coating,  and the parts move through an oven.  Another employee removes    the   parts from  the line and places them in slots in a  cart for       transporting   to   shipping.

You have been provided safety data sheets  for the solvent used for cleaning    the parts (attached) and the  powder coating that is  used (attached). Use the JHA form to  identify the potential     health  hazards  associated with the process. Attached is the  Basic Job  Hazard  Analysis form. You  will use the Basic  Hazard  Analysis  form to  enter  your  responses and to     answer  the four questions   listed below.   Please   upload  this  completed     document to your instructor  for  grading.

Prepare  a  two-page homework assignment summarizing your health  hazard        analysis and   answer these questions from the Basic  Job Hazard         Analysis  form.

  1. What are the health       hazards associated  with  the operation?
  2. What are  the primary  exposure  routes  associated with  each health                           hazard?
  3. Are there  any  potential   acute or  chronic  health effects for any of                          the  health  hazards  you  identified?
  4. Are  special hazards   associated  with any of the   health   hazards?

You may  use the safety data sheets provided  above,   information from  the    OSHA or NIOSH  websites, or academic references from  the   Internet to answer     the questions.  Citations are not required for this   homework  assignment;      however you may want  to use them in order to answer the       questions.

 
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Industrial And Hazardous Waste Management

The Unit VII Lesson presents strategies for solving industrial waste problems, corporate social responsibility (CSR), and proactive strategies in industrial waste.

For this assignment, locate a case study (do not use one that has been previously discussed in the course) that addresses solving industrial waste problems. Ensure you address the following issues:

  • strategies for solving industrial waste-related problems,
  • role of corporate social responsibility in waste strategies, and
  • proactive strategies for industrial waste management.

Your case study must be at least three pages in length, not counting the title page and reference page (title and reference pages do not count toward the minimum page requirement). Locate a peer-reviewed article that centers on industrial waste strategies that is no more than five years old from the CSU Online Library. In addition, you must use the required unit resources article, “Determinants of Monetary Penalties for Environmental Violations,” for a total of two sources for your case study.

Ensure you follow APA Style guidelines for this assignment, and adhere to guidelines when creating citations and references since outside sources are used for this assignment.

 
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Advanced Industrial Hygiene

Traditionally, industrial hygienist sampling has primarily used calibrated sampling pumps and a sampling train. Advances in the field have added the option of using passive sampling badges for some chemical hazards. Discuss any personal experience you have using each type sampling method. If you do not have experience with the methods, discuss your opinions about the pros and cons of the methods based on your readings for this unit.

(Note: That means you will read the info in the text and in the Unit guide and form an informed opinion on choices of sampling train or passive sampling. Providing an example would help, check the literature and find a sampling badge to compare with the use of a sampling train, if you like. Reference the source of that info, if might be a manufacturer web page-SKC and 3M are examples of companies who sell passive dosimeters).

If you were performing sampling in a facility you are familiar with, which method(s) would you prefer to use, and why?

Please include the name of the person or question to which you are replying in the subject line. For example, “Tom’s response to Susan’s comment.”
ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW

Frank:

Throughout my career I have been around both types of devices. I have not actually tested or calibrated the pumps we utilized in the volunteer department, but have watched the operator/captain calibrate and use them during drills and training sessions, They also were the ones to operate then bulb pump during any hazmat response. In my most recent job in the oil and gas industry, I worked with crude pipelines where it was a requirement to have constant monitoring via the passive hydrogen sulfide (H2S) monitor attached within our breathing zone. As to which device I would choose to utilize would be determined on what factors are needing to be monitored. With certain occasions the bulb pump and or the train sampling methods would be required, whereas other times passive monitoring would be necessary. The train and/or pump sampling would give me a more immediate test result in real time compared to the passive monitor badges which may have to be sent out to a laboratory for results and acquire an accumulative set of data.

 
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The Best Contraceptives

The Best Contraceptives?

It has been said that in nations seeking to reduce their population growth rate, a combination of sustainable economic development along with improved educational and socio-economic opportunities for women are the best “contraceptives” (i.e. ways to reduce a woman’s total fertility rate;don’t know this term? Look it up before posting).

A. How does improving educational opportunities for women help reduce population growth (in those nations seeking to do so)?  Cite specific scientific, demographic, socioeconomic and/or geopolitical evidence from one (1) nation that is working to reduce its population growth rate andwhere improving education for women has worked / is working.

Be sure to back up your explanations with some research before discussing this topic online with your classmates. Be sure to read relevant sections of your text (and supplementary readings from this Module) and look online.  Start with these background readings:

Organize your posting by using the letter/number combinations as follows to earn up to 12 points. Be specific and thorough. Cite statistics in A2, A3.

A1. Identify a nation that has been / is working to reduce its population growth. For how long? (2 points)

A2. What has this nation done to improve the educational opportunities for its women? (5 points)

A3. How have increased educational opportunities for these women changed their socio-economic status? (5 points)

B. After you have posted, you must respond to at least one of your classmates right there on the discussion thread. (4 points)

In your response posting, you must include

  1. a reply to your classmate; note, a response includes a significant statement/commentary/additional example on the classmates’ post that adds something significant to the conversation…not just “good job” or “I like your post.” (this is worth 2 points) and
  2. your own “beautiful question” – that is, a well thought out question that shows knowledge and understanding beyond an obvious question. Beautiful questions are clear, specific, relevant, and invite an open-ended response (i.e. not a yes/no question). They may be in response to another classmate’s question (you can’t reply to yourself Smile) or to something that they have written in their original post. Your beautiful question is worth 2 points.

Refer to your Weekly Schedule of Assignments or Online Course Calendar for due date.

 
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Physical Science

SURVEY OF PHYSICAL SCIENCE

1. Which statement about the elements in the first column of the periodic table is not true? (a) they all have one electron in their outermost shell (b) Except for hydrogen, they are all active metals. (c) Except for hydrogen they all form positive ions. (d) They are all nonmetals.

2. Iodine, which is in the next to the last column of the periodic table (a) is a very active metal (b) has seven electrons in its outermost shell (c) tends to form positive ions (d) is very unreactive

3. The theory of evolution was proposed by (a) Charles Darwin (b) Alfred Wegener (c) Lord Kelvin (c) Ernest Rutherford

4. The number of major plates into which the lithosphere is divided is (a) 3 (9) 5 (c) 7 (d) 9

5. When light is directed at certain metal surfaces, the emitted electrons

(a) Are called photons (b) have random energies (c) have energies that depend on the intensity of the light (d )have energies that depend on the frequency of the light

6. The speed of a photon (a) is less than the speed of light (b) is equal to the speed of light (c) is greater than the speed of light (d) any of the above, depending on the frequency

7. A proton and an electron have the same de Broglie wavelength. (a) The electron has a higher speed. (b) The proton has a higher speed. (c) They have the same speed (d) Any of the above is true, depending on the wavelength.

8. A photon is emitted by an atom when one of the atom’s electrons (a) leaves the atom. (b) collides with another of its electrons. (c) shifts to a lower energy level. (d) shifts to a higher energy level.

9. The fact that no two electrons in an atom can have the same set of quantum numbers is known as the (a) Bohr principle (b) de Broglie principle (c) exclusion principle (d) uncertainty principle

10. The largest number of elements are classified as (a) metals (b) inert gases (c) nonmetals (d) liquid

11. The most active of the following metals is (a) copper (b) lead (c) potassium (d) gold

12. The least active of the following gases is (a) chlorine () oxygen (c) hydrogen (d) helium

13. An atom whose outer electron shell is filled is a halogen (b) an active metal (c) an active nonmetal (d) a noble gas (inert gas)

14. The number of hydrogen atoms in a molecule of ammonium sulfide, (NH4)2S, is (a) 2 (b) 4 (c) 6 (d) 8

 

 

15. The number of atoms in a molecule of Ca3(PO4)2 is (a) 8 (b) 12 (c) 13 (d) 16

16. A fracture surface in the earth’s crust one side of which has moved relative to the other is called a (a) fault (b) fault scrap (c) sill (d) dike

17. It is believed that India (a) was always part of the Asian landmass (b) rose from the Tethys Sea (c) was once separated from Asia and later migrated to its present position (d) is movin away from the Asian landmass

18. The age of the earth is approximately (a) 6000 years 12 million years (c) 4.5 billion years

19. Which column on the periodic table has nonmetals at the top and metals at the bottom. (a) Group 1A (b) Group 2A (c) Group 4A (c) Group 7A

20. Which element will form an ionic bond with Potassium (a) Ca (b) Al (c) Kr (d) I

21. Of the four elements listed below, which is the smallest (a) Be (b) Mg (c) Sr (d) Ba

22. How many valence electrons does Phosphorous (P) have (a) 2 (b) 3 (c) 5 (d) 7

23. Of the four elements listed below, which is the smallest? (a) Na (b) Al (c) P (d) S

24. Of the four elements listed below, which has the highest ionization energy? (a) Ca (b) Ge

(c) As (d) Br

25. Of the four elements below, which has the lowest ionization energy? (a) Be (b) Mg (c) Sr

(d) Ba

For questions 26–34 Fill in the table below with the person who made the described contribution. Use only people covered ion this unit.

26. First to place electrons in orbit around nucleus

27. Developed the first periodic table

28. Said particles could have a wavelength

 

 

Use the Periodic Table Below for Questions 35-40 Use the letters in the periodic table below (A, B, C . . . ), and not actual elements.

 

35 . The least reactive element?

36. Has four valence electrons?

37. The most active non- metal?

29. Developed the first model of the atom

30. Developed a particle model of light

31. Determined atoms are mostly empty space

32. First to treat the electron as a wave

33. Indicated that it was not possible to determine the position and velocity of an electron at the same time.

34. Discovered the electron

 

 

38 Has the highest ionization energy?

39. Has two valence electrons?

40. A very reactive metal?

41. Compare and contrast the Rutherford atom with the Bohr atom. How are they the same? How are they different

42. Compare and contrast the Bohr atom with the quantum mechanics model of the atom? How are they the same, how are they different?

43. Compare Wegener’s theory with plate tectonics. How are they similar? How are they different?

 
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EDMG230 Week 3 ICS System

Instructions

Research an emergency incident of your choice that has occurred in the past twenty years and describe how the incident was handled in regard to incident command.

Did they follow the ICS system? What were some mistakes? Make some recommendations.

With as much detail as possible answer the following questions as they apply to that event. Be sure to include a summary of the event.

Describe the Command and Control Process.
Describe the role of the Incident Commander.
Define the term “Span of Control.”

(If you are having trouble finding an emergency incident to use, think of something like the Graniteville, South Carolina train derailment and chlorine leak, or the Howard Street Tunnel Fire in Baltimore.)

For this assignment, write a 2 page APA formatted paper and submit in Microsoft Word (no other formats are acceptable). Use your textbook, the internet as well as professional journals, articles and other academically recognized sources. You must use a minimum of two sources. All sources used must be properly cited. Your references should be formatted in APA style.

 
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Genetically Modified Bt Corn: The Risk Of Gene Flow In The Environment

Given the case study of gene flow of genetically modified corn, if you were an environmental decision-maker in your nation, would you decide to allow Bt corn planting? Why or why not? Would it make a difference if your nation were in America, Asia, Europe, or Africa?

 

Guidelines for Project Submission:

1. The Student must write 3-5 pages

2. The Project file should be in “MS Word” document

3. The font size should be “12”

4. The font type should be “Times New Roman”

5. The “Heading” and “Sub Heading” should be Bold

6. The text color should be “Black”

7. The text line spacing should be “1.5” 

8. The running text should be “Justified” and “Proper Alignment”

9. The answers and text should not be repeat and copy from other students. It should be follow the “Plagiarism Rules”

10. The Text concerned proper ”References”

11. The text should be presented in three parts: Introduction, Discussion and Conclusion

 
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Discussion Form Question

Culture & Environment: Anthropological Approaches to Environmental Issues ANT3CAE

MODULE 4.2: Case study: local communities and glacial retreat in Peruvian Andes

http://visibleearth.nasa.gov/view_rec.php?id=17331

 

 

Jacamba Glacier, Peruvian Andes, 1980 and 2000 (Photos by Tim Helwig-Larsen)

Case study: Glacier hazard zones Cordillera Blanca, Ancash region, Peru (Carey 2014)

 

 

Cordillera Blanca; Ancash region, Peru

 

 

Summary: Culture and climate change • Anthropologists have an important role to play in understanding and

highlighting the human dimensions of climate change; • Climate change mitigation and adaptation projects are unlikely to

succeed without close understanding of the societies in which they are to be implemented; • Resilience in communities is embedded in historical, social, and

cultural constructions that govern social interactions and the material development of communities. • Climate change practitioners can promote resilience to the physical

and material components of a socio-ecological system; • However the cultural side of resilience requires that livelihoods that

fulfil material, moral and spiritual needs in the context of major environmental or political change need be maintained to ensure sense of continuity of meaning and coherence.

 

 

References • Batterbury, S. 2008. “Anthropology and Global Warming: The Need for Environmental Engagement” The Australian Journal of Anthropology Vol. 19 No.

1, pp. 62-68.

• Bolin, I. 2009. “The Glaciers of the Andes are melting: Indigenous and Anthropological knowledge merge in restoring water resources” in S. Crate & M. Nuttall. (eds.) Anthropology and climate change: from encounters to actions, Left Coast Press, Walnut Creek, California, pp.228-239.

• Carey, M. 2013. “The Politics of Place: Inhabiting and defending Glacier Hazard Zones in Peru’s Cordillera Blanca” in M. Dove (ed.) The Anthropology of Climate Change: An Historical Reader, Wiley, Hoboken, pp.247-257.

• Crate, S. & M. Nuttall (eds.), 2009. Anthropology and Climate Change: from encounters to actions, Walnut Creek., California: Left Coast Press.

• Hassan, F. 2009. Human agency, climate change, and culture: an archaeological perspective. In Anthropology and climate change: from encounters to actions (eds) S.A. Crate & M. Nuttall. Walnut Creek, California: Left Coast Press.

• Haraway, D. N. Ishikawa, S. F. Gilbert, K. Olwig, A. L. Tsing & N. Bubandt 2016, ”Anthropologists Are Talking – About the Anthropocene”, Ethnos, 81:3, 535-564

• Hassan, F. 2009. ‘Human agency, climate change, and culture: an archaeological perspective”, in S. Crate & M. Nuttall. (eds.) Anthropology and climate change: from encounters to actions, Left Coast Press, Walnut Creek, California, pp. 39- 69.

• Orlove, B.S. 2009. ‘Glacier retreat: reviewing the limits of human adaptation to climate change’. Environment Vol. 51, pp. 22-34.

• Rockstrom et al 2009. “Planetary Boundaries; exploring the safe Operating space for humanity”, Ecology and Society, Vol. 14 No. 2, p. 32

• Roncoli, C, T. Crane & B Orlove. 2009. “Fielding Climate Change in Cultural Anthropology”. In Anthropology and climate change: from encounters to actions, S. Crate & M. Nuttall (eds.) Walnut Creek, California: Left Coast Press, pp. 87-115.

• Wilk, R. 2002. Consumption, human needs, and global environmental change. Global Environmental Change vol. 12, pp. 5-13.

 
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