Unit 2DB1 SCI201

write 300–500 words that respond to the following questions with your thoughts, ideas, and comments.

Choose 1 of the foods from the following link that you may have in your fridge or pantry:   

Click here for the list of foods and food information.

http://www.fruit-crops.com/

Complete the following:

•List and describe the food item, and include where it came from (check the label or Web site).

•Use this calculator to determine how far it has traveled to you. Answer the following questions (use the Internet and CTU library to form your opinions):                                  1.How does the vast movement of food from one nation to another benefit or potentially harm developing nations? Are there benefits of importing food to developed or wealthy nations?

2.There is an “eat local” initiative developing throughout the United States and Europe. What are the benefits to buying fresh, local foods? Are there drawbacks? Do you buy local?

3.Can you live without the food item you chose? Is there a local substitute available?

4.Knowing what you do of how global food trade affects the global market and the economies of individual countries, explain your position on buying this food item in the future.

 
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Wk1

Lab Report Outline

BIO/315, Version 4

1

University of Phoenix Material

Lab Report Outline

Yeast Culture Lab

I. Introduction

1. Briefly introduce the background information of this lab. Define reproductionconsumption, and death in population. Explain the main purpose of the experiment, such as what you will accomplish during the experiment and why it is important to conduct this lab.

2. State your hypothesis of this lab. Your hypothesis must be in an if–then format and include a comparison of at least one variable to the control. Then, in one or two sentences, explain what you expect will happen, and include at least one alternative outcome.

II. Material and Methods

1. List equipment and materials you will use. Cite any worksheets or other reference materials you use.

2. In your own words, create a detailed and numbered list of the steps necessary to complete the experiment. Only include the steps YOU take to complete the lab assignment. You do NOT need to discuss the aspects of the actual laboratory experiment simulation, such as yeast culturing and temperatures.

III. Results

1. List any questions you have about your results.

2. Make both qualitative and quantitative observations.

3. Show your work and remember to include necessary units. Include graphs, when appropriate.

4. Include tables or graphs to summarize your results, if necessary.

IV. Discussion

1. Explain the shape of the population graph for each condition. Why does the graph peak before declining? How do the limiting factors in this experiment affect carrying capacity?

2. What are the phases of the population growth cycle? How does using a simple organism allow for the study of a more complex population?

3. Describe a biogeochemical cycle that had an effect on the yeast cultures by outlining the flow of energy in the cycle.

4. Identify and examine the food chain in a yeast community.

V. Conclusion

1. Accept or reject your hypothesis.

2. State any discrepancies; these are problems or unpredicted events that occurred. These errors may be due to equipment or human error.

3. Based on the lab and your weekly readings, discuss the challenges of studying populations over time.

4. Make suggestions for improvement or for further research.

Copyright © 2017, 2014, 2011, 2009 by University of Phoenix. All rights reserved.

 
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LEADERSHIP

11

Case Study: “D. L. Woodside, Sunshine Snacks”  Read the case study and answer the following three questions.

1. What traits does Woodside possess that might be helpful to him as he assumes his new position? What traits might be detrimental?

2. Would you consider Woodside a people-oriented or a task-oriented leader? Discuss which type of leader, people-oriented or task oriented, you think would be best for the new research director at Sunshine?

3. How might an understanding of individualized leadership theory be useful to Woodside in this situation? Discuss your answer.

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

12

 

Case Study: “Alvis Corporation”  Read the case study and answer the following three questions.

1. Analyze this situation using the Hersey-Blanchard model and the Vroom-Jago model. What do these models suggest as the appropriate leadership or decision style? Explain your answer.

2. Evaluate Kevin McCarthy’s leadership style before and during his experiment in participative management.

3. If you were Kevin McCarthy, what would you do now? Why?

Your response should be at least 200 words in length. You are required to use at least your textbook as a 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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Accident Investigation Unit 6 Scenario

Unit 6 Scenario

An employee complained to his manager in reference to a machine that he felt did not have the proper guarding. He complained that the guarding was not present and that the blade was fully exposed.

 

The manager advised the employee that maintenance was aware of the issue but did not have the manpower currently to work on this particular issue and would get around to within a few days. The employee was advised to exercise extra caution while working on the machine and was given a pair of gloves. Moments later, the employee returned, and reported to the same manager that he just had a near miss and almost ran his hand into the exposed blade because he was not paying close attention.

 

The employee implored to the manager that this time it was a near miss, but next time, himself or someone else may lose a finger or a hand. What should the manager do at this point? What type of recommendations should be made to fix the problem? How should the manager “track” this problem to ensure that it is fixed?

 

This paper must be a minimum 2 pages in length not including the title and reference pages. APA formatting is a necessity for this writing. Thus, the expectation is to have a title page, running header, page numbers, indented paragraphs, proper citations, typed in Times New Roman 12 point font, and a separate reference page.

 

 

Oakley, J. (2003). Accident investigation techniques: Basic theories, analytical methods, and applications (2nd ed.). Des Plaines, IL: American Society of Safety Engineers.

 
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ENV 315 Week 1 Conservationist Versus Agriculturalist

Resources: Tox Town Farm and Ch. 2 & 4 of The Human Impact on the Natural Environment.

Review the Tox Town Farm materials located on the student website. A conservationist has complained about the methods used on this farm. Roll your mouse over the various areas of the farm. Click on each area to discover the associated environmental concerns.

Write a 350-word letter from the conservationist’s point of view.

  • Identify six negative effects the farm has on the environment.
  • Explain how the farm is altering the physical environment, including vegetation and soil quality.

Write a 350-word plan, acting as the farmer.

  • Use The Human Impact on the Natural Environment text to identify methodologies that may alleviate the conservationist’s concerns.
  • Explain the process of implementing the new methodologies, including cost-related issues.

Format the letter and plan consistent with APA guidelines.

 

 

Scored: 4.9/5

 
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Write A Lab Report About Environment

Revised October 2013

Page 1 of 4 10/8/2013

Exercise 2 THE CALORIE

 

INTRODUCTION All animals, including humans, need to consume energy in order to survive. We call this energy food. The unit which is used to describe the energy content of food is the Calorie (food calorie, note the capital ‘C’). One calorie (note the lower case ‘c’) is the energy required to raise one gram of water by one degree Celsius. The food Calorie is defined as 1000 calories or one kilocalorie (kcal). Most scientists not dealing with food now use other units such as joules or British Thermal Units (BTUs) to measure energy, but the Calorie is still used to describe food energy. The Calories in food are measured using a CALORIMETER, which is a special combustion device designed to burn food samples completely and capture the energy in a water jacket. For a 100% efficient calorimeter, the energy captured is equal to the energy content of the food as shown below:

Energy captured = (mass of water) × c × (Temp. change) = Energy Content (1)

The constant c is the specific heat of water and is equal to 1 Cg

cal °

(one calorie per gram

per degree C). In our case, however, the calorimeter we use will capture only a fraction of the total energy, so we must account for this reduced efficiency. THE CALORIMETER The device that scientists use to capture the heat energy of a combustible mixture is a bomb calorimeter. It is a metal chamber which is supplied with a measured amount of oxygen during the combustion of the test material. The heat from the burning material is transferred to a water reservoir that surrounds the metal chamber containing the test material. The change in temperature is used to determine the number of calories that the material originally held. A bomb calorimeter is very nearly 100% efficient. It is also very dangerous (thus the name ‘bomb’ calorimeter) and so we will use a simpler (but less efficient) type of calorimeter. A SIMPLE CALORIMETER The simple but effective calorimeter we will use consists of a calorimeter can (a metal cylinder with a notch out of the bottom), a calorimeter lid to hold a 125 ml flask, a flask stopper and thermometer, a sample holder and some tools. Each group of students will have their own calorimeter to use. Because these simple calorimeters are not 100% efficient, the water will not capture all of the energy content of the food. Therefore, the equation for this calorimeter must be modified to:

Energy captured = (mass of water) × c × (Temp. change) = Energy Content × ε (2)

where ε is the efficiency of energy capture by the water. With this equation and a food item of known caloric content, we can determine the efficiency of our calorimeter and explore why the

 

 

Revised October 2013

Page 2 of 4 10/8/2013

efficiency might vary from one group to another. Once a consistent efficiency is achieved, we can use that efficiency to determine the caloric content of any combustible item. OBJECTIVES: 1) To measure the energy content of a food sample. 2) To determine the efficiency of a calorimeter. LABORATORY PROCEDURE

We will take a sample of a food with a known caloric energy, weigh it, and then burn it in the calorimeter to determine the amount of energy captured by the calorimeter. We will then use the true energy content of the food and the amount of energy captured by the calorimeter to determine the efficiency of the calorimeter and its operators (that would be you and your classmates).

1. Choose a single almond and carefully push it onto the end of a partially straightened paperclip.

2. Zero the scale and then place a weighing dish (a small aluminum foil dish) and the almond/paper clip on the scale to determine the total mass (weight). Record your data.

3. Using the graduated cylinder, measure out 100 ml of distilled water from the water bottle and pour it into the flask. Place the flask stopper with thermometer inserted into the neck of the flask. The place the neck of the flask through the hole in the calorimeter lid and rotate a quarter turn.

4. Measure the initial temperature of the water. Record your data. Make sure to leave the thermometer in the water for a while before reading the temperature.

5. Position the weighing dish in front of the calorimeter. 6. Put on your safety glasses and light the almond. It may take a while to catch on fire. As

soon as the almond catches fire, carefully position the paperclip with the burning almond on the weighing dish. The set up should be such that any ash or broken pieces of almond will fall onto the weighing dish.

7. Carefully slide the weighing dish with the burning almond into the calorimeter so that the flame is directly under or touching the bottom of the flask.

8. Allow the almond to burn until it goes out. If possible, try to keep an eye on it and if it goes out quickly (less than a minute), relight the almond.

9. Once the almond has finished burning, let it cool for a minute while continuing to monitor the water temperature. The temperature may continue to rise for a short period (perhaps 5 to 15 seconds) after the almond stops burning or is removed from the calorimeter. Once the temperature reaches a maximum value and then begins to fall, record the highest temperature reading.

10. After the almond has cooled, (and while you are waiting for the temperature to reach its maximum value) carefully move the weighing dish, almond and paperclip to the scale and determine the final mass. Record your data.

11. Calculate the amount of calories in the food item using the equation provided. 12. Provide the TA with your estimate of the calorimeter efficiency to share with the class.

 

 

Revised October 2013

Page 3 of 4 10/8/2013

DISCUSSION QUESTIONS: Be sure to address the following as part of the QUESTIONS section of your lab report. The questions should be repeated with detailed answers, using complete sentences.

1. Share the efficiency that your group achieved with the rest of the class and list the efficiencies of each group in tabular form.

2. What is the range of values achieved? 3. What is the average value? Provide at least two reasons why your group’s efficiency

differs from that of the other groups. 4. What would cause the calorimeter efficiency to be less than 100%? Provide at least two

possible causes. 5. What human errors might explain the variation in the observed efficiencies? 6. What improvements could be made to this calorimeter or experimental procedure in order

to reduce the variation in observed efficiencies and achieve a higher efficiency? Discus at least four improvements.

 

 

 

Revised October 2013

Page 4 of 4 10/8/2013

Experiment (Almonds)

Data Collection

1. Mass of Water = 100 ml (volume) × 1g/ml(density) =__________gm

2. Initial Water Temperature = ______________°C

3. Initial weight of almond/paperclip and aluminum weighing dish =________________gm

4. Residual weight of almond/paperclip and aluminum weighing dish (after burning) =

__________gm

5. Weight of combustion = initial weight (step 3) – residual weight (step 4) =_________gm

6. Final Water Temperature =____________°C

7. Temperature Change = final water temp (step 6) – initial water temp (step 2) =______°C

Calculations

8. Unit Energy in Almonds (from Nutrition Facts on the bag) converted from kcal/ounce to

cal/gm:

_________ kcal/oz × ozgm kcalcal

/28 /1000

=_______________cal/gm

 

9. Energy Burned = weight of combustion (step 5) × unit energy in Almonds (step 8)

=_________ cal

10. Energy Captured = mass of water (step1) × 1 cal/gm/°C (specific heat of water) × Temp.

Change (step7) = ______________cal

11. Efficiency of Calorimeter, ε = ( ) ( )9

10 stepburntenergy

stepcapturedenergy

× 100 = __________

12. The “accepted” efficiency of the calorimeter you used is 65%

 
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Week 2 Gamescape Population Management

Resources: Gamescape Episode 2 and Ch. 4 and 7 of Visualizing Environmental Science

Complete Episode 2: “Managing Population Growth” of Gamescape.

As president of the City Council, you have been invited by the Mayor to give a PowerPoint® presentation to Sparksville High School.

Develop a 7- to 10-slide Microsoft® PowerPoint® presentation with speaker notes that explains the prairie dog land management issue. Include the following points:

  • Discuss some of the challenges of urbanization and environmental benefits. Explain how the prairie dog land management issues are related to the challenges of urbanization.
  • Explain the factors that influence population growth using prairie dogs as an example to illustrate your points. Briefly review how the natural environment is needed to support cities. Use the ecological role of prairie dogs and their benefit to land management and the city of Sparksville as an example.
  • Describe the different policies that the city explored to manage prairie dog population growth, and discuss how these policies are rooted in environmental science and population dynamics.
  • Discuss the final management decision, and explain how it balanced urban development with environmental sustainability. Include major challenges you faced in addressing this issue and reaching an optimal solution. Among the challenges, discuss how environmental hazards affect human population and if this impacted the decision with urban development.

Click the Assignment Files tab to submit your assignment.

 
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Need A Research Essay Written By Noon Tomorrow. Environmental Science Based Essay Concerning Sustainable Living.

Running head: LIVING OFF THE GRID

LIVING OFF THE GRID

 

Living Off the Grid: Self-Sustainable Homes

SCI-218: Natural Resources

Ashley R. Dembiczak

25 June 2016

Dr. Nancy Taylor: Southern New Hampshire University

 

The topic I am choosing to write on is a combination of sustainable, organic living and using recycled materials to build a home (green homes). Being able to utilize non-biodegradable recycled materials for home building and sustainable agriculture will greatly help reduce the ecologic footprint of a family. This is better for the Earth in both the short term and long term.

Section 1:

1. The recycled house movement started in the mid 1980s by architect Michael Reynolds (Holladay, 2014). This lifestyle is intended for people wanting to live off the grid.

2. It is important to lead a sustainable lifestyle because it helps promote energy efficiency, waste reduction, air quality, water efficiency, and a sustainable lifestyle (EPA, Feb 2016). With environmental concerns becoming more of an issue in recent years, more and more people are wanting to embrace a green home and sustainable lifestyle.

Section 2:

1. There are currently communities of green homes all over the country and world. In 2014, only 44% of vehicle tires that could be recycled in the U.S. actually were. That leaves 56% of recyclable tires that do not have a purpose (Earthships.com, 2015). Eco-friendly Earthship homes give trash and recyclable materials another purposes and ways to be used.

2. Challenges for green homes of this type are issues with water leakage when it rains and molding of the interior, especially if there is a garden or greenhouse within the home (Archinia.com, 2016). Other challenges with building Earthship-style homes are the time and money needed for construction.

Section 3:

1. In an environment such as San Diego, the Earthship idea would work very well. The average annual rainfall is 9.93 inches according to the San Diego County Water Authority (2016). In other parts of the world, this idea would not be as successful unless substantial modifications are made to the design. This type of green home would not be well suited for a very cold climate nor a very rain-heavy or humid climate unless further developments and modifications could be made.

2. Using recycled materials for homes, where building materials are not common, could help those who cannot afford common building materials create a home. Using materials that may be left in landfills for hundreds of years can also help make our Earth a much cleaner place.

 

Resources

Archinia. (2016). Earthship Pros and Cons. Retrieved from http://www.archinia.com/index.php/58-publications/publications/216-earthship-pros-and-cons

Earthships. (Jan 2015). Once described as ‘idiotic’, new eco-friendly, self-sustaining homes are proving critics wrong. Earthship Biotecture. Retrieved from http://earthship.com/blogs/2015/01/earthship-revolution-us/

Environmental Protection Agency. (Feb 2016). Green Building. U.S. Environmental Protection Agency. Retrieved from https://archive.epa.gov/greenbuilding/web/html/

Holladay, M. (May 2014). Earthship Hype and Earthship Reality. Musings of an Energy Nerd. Green Building Advisor. Retrieved from http://www.greenbuildingadvisor.com/blogs/dept/musings/earthship-hype-and-earthship-reality

 
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Environmental Essay

This lecture will help you understand:

  • The meaning of the term environment
  • The importance of natural resources
  • That environmental science is interdisciplinary
  • The scientific method and how science operates
  • Some pressures facing the global environment
  • Sustainability and sustainable development

Environment: the total of our surroundings

All the things around us with which we interact:

Living things

Animals, plants, forests, fungi, etc.

Non-living things

Continents, oceans, clouds, soil, rocks

Our built environment

Buildings, human-created living centers

Social relationships and institutions

Humans exist within the environment

  • Humans exist within the environment and are part of nature.
  • Our survival depends on a healthy, functioning planet.
  • The fundamental insight of environmental science is that we are part of the natural world.
  • Our interactions with its other parts matter a great deal.

Humans and the world around us

  • Humans depend completely on the environment for survival.
  • Enriched and longer lives, increased wealth, health, mobility, leisure time
  • But natural systems have been degraded
  • Pollution, erosion, and species extinction
  • Environmental changes threaten long-term health and survival.
  • Environmental science is the study of:
  • How the natural world works
  • How the environment affects humans and vice versa
  • With environmental problems come opportunities for solutions.

Natural resources: vital to human survival

Natural resources = substances and energy sources needed for survival

 

Natural resources: vital to human survival

  • Renewable resources:
  • Perpetually available: sunlight, wind, wave energy
  • Renew themselves over short periods of time: timber, water, soil
  • These can be destroyed
  • Non-renewable resources: can be depleted
  • Oil, coal, minerals

Global human population growth

  • More than 6.7 billion humans
  • Why so many humans?
  • Agricultural revolution
  • Stable food supplies
  • Industrial revolution
  • Urbanized society powered by fossil fuels
  • Sanitation and medicines
  • More food

Thomas Malthus and human population

Thomas Malthus

Population growth must be controlled, or it will outstrip food production.

Starvation, war, disease

Neo-Malthusians

Population growth has disastrous effects.

Paul and Anne Ehrlich, The Population Bomb (1968)

Agricultural advances have only postponed crises.

Resource consumption exerts impacts

Garret Hardin’s “tragedy of the commons” (1968)

Unregulated exploitation causes resource depletion

Grazing lands, forests, air, water

No one has the incentive to care for a resource.

Everyone takes what he or she can until the resource is depleted.

Solution?

Private ownership?

Voluntary organization to enforce responsible use?

Governmental regulations?

The “ecological footprint”

  • The environmental impact of a person or population
  • Amount of biologically productive land + water
  • For resources and to dispose/recycle waste
  • Overshoot: humans have surpassed the Earth’s capacity to support us

We are using 30% more of the planet’s resources than are available on a sustainable basis!

Environmental science

  • Can help us avoid mistakes made by past civilizations
  • Human survival depends on how we interact with our environment.
  • Our impacts are now global.
  • Many great civilizations have fallen after depleting their resources.

The lesson of Easter Island: people annihilated their culture by destroying their environment. Can we act more wisely to conserve our resources?

Environmental science: how the natural world works

Environment  impacts  Humans

 

Its goal: developing solutions to environmental problems

  • An interdisciplinary field
  • Natural sciences: information about the natural world
  • Environmental Science programs
  • Social sciences: study human interactions and behavior
  • Environmental Studies programs

 

Environmental science is not environmentalism

Environmental science

The pursuit of knowledge about the natural world

Scientists try to remain objective

Environmentalism

Environmental activism

A social movement dedicated to protecting the natural world

The nature of science

  • Science:
  • A systematic process for learning about the world and testing our understanding of it
  • The accumulated body of knowledge that results from a dynamic process of observation, testing, and discovery
  • Science is essential:
  • To sort fact from fiction
  • Develop solutions to the problems we face

Applications of science

Restoration of forest ecosystems altered by human suppression of fire

Policy decisions and
management practices

Energy-efficient methanol-powered fuel cell car from DaimlerChrysler

Technology

Scientists test ideas

  • Scientists examine how the world works by observing, measuring, and testing
  • Involves critical thinking and skepticism
  • Observational (descriptive) science: scientists gather information about something not well known or that cannot be manipulated in experiments
  • Astronomy, paleontology, taxonomy, molecular biology
  • Hypothesis-driven science: research that proceeds in a structured manner using experiments to test hypotheses through the scientific method

The scientific method

A technique for testing ideas

A scientist makes an observation and asks questions of some phenomenon.

  • The scientist formulates a hypothesis, a statement that attempts to answer the question.
  • The hypothesis is used to generate predictions: specific statements that can be tested.

The results support or reject the hypothesis.

Testing predictions

  • Experiment: an activity that tests the validity of a hypothesis
  • Variables: conditions that can be manipulated and/or measured
  • Independent variable: a condition that is manipulated
  • Dependent variable: a variable that is affected by the manipulation of the independent variable
  • Controlled experiment: one in which all variables are controlled
  • Control: the unmanipulated point of comparison
  • Treatment: the manipulated point of comparison
  • Data: information that is generally quantitative (numerical)

Experiments test the validity of a hypothesis

Manipulative experiments yield the strongest evidence

  • Provides the strongest type of evidence
  • Reveal causal relationships: changes in independent variables cause changes in dependent variables
  • But many things can’t be manipulated: long-term or large-scale questions (i.e., global climate change)
  • Natural experiments show real-world complexity
  • Only feasible approach for ecosystem or planet-scale
  • Results are not so neat and clean, so answers aren’t simply black and white

The scientific process is part of a larger process

Peer-review: other scientists provide comments and criticism

Guards against faulty science

Conference presentations improve the quality of the science

Scientists interact with their colleagues

Grants and funding come from private or government agencies.

Can lead to conflict of interest if the data show the funding source in an unfavorable light

The scientist may be reluctant to publish or doctor the results.

The scientific community

Theories and paradigms

A consistently supported hypothesis becomes a theory, a widely accepted explanation of one or more cause-and-effect relationships

Has been extensively and rigorously tested, so confidence in a theory is extremely strong

Darwin’s theory of evolution, atomic theory, cell theory, big bang theory, plate tectonics, general relativity

Differs from the popular meaning of theory, which suggests a speculative idea without much substance

With enough data, a paradigm shift — a change in the dominant view — can occur.

Ethics

  • Ethics: the study of good and bad, right and wrong
  • The set of moral principles or values held by a person or society that tells us how we ought to behave
  • People use criteria, standards, or rules when making judgments.
  • Different cultures or worldviews lead to different values, which lead to different actions.
  • Relativists: ethics vary with social context
  • Universalists: right and wrong remains the same across cultures and situations

Ethical standards

  • Ethical standards: criteria that help differentiate right from wrong
  • Classical standard = virtue
  • The golden rule: treat others as you want to be treated
  • Utility: something right produces the most benefits for the most people

Environmental ethics

  • Environmental ethics: application of ethical standards to relationships between human and non-human entities
  • Hard to resolve; depends on the person’s ethical standards
  • Depends on the person’s domain of ethical concern

Should we conserve resources for future generations?

Is it OK for some communities to be exposed to excess pollution?

Should we drive other species to extinction?

Is is OK to destroy a forest to create jobs for people?

Three ethical perspectives

  • Anthropocentrism: only humans have rights
  • Costs and benefits are measured only according to their impact on people
  • Anything not providing benefit to people has no value
  • Biocentrism: certain living things also have value
  • All life has ethical standing
  • Development is opposed if it destroys life, even if it creates jobs
  • Ecocentrism: whole ecological systems have value
  • Values the well-being of species, communities, or ecosystems
  • Holistic perspective, stresses preserving connections

Expanding ethical consideration

The preservation ethic

Unspoiled nature should be protected for its own inherent value.

We should protect our environment in a pristine state, because it promotes human happiness and fulfillment.

John Muir (right, with President Roosevelt at Yosemite National Park) had an ecocentric viewpoint.

The conservation ethic

Use natural resources wisely for the greatest good for the most people

A utilitarian standard that calls for prudent, efficient, and sustainable resource extraction and use

Gifford Pinchot had an anthropocentric viewpoint.

The land ethic

Healthy ecological systems depend on protecting all parts.

Aldo Leopold believed that humans should view themselves and the land as members of the same community.

We are obligated to treat the land ethically.

The land ethic will help guide decision making.

Ecofeminism

In the 1960s and 1970s, feminist scholars saw parallels in how people treated nature and how men treated women.

Degradation, social oppression

Ecofeminism: a patriarchal (male-dominated) society is a root cause of both social and environmental problems

Female worldview: interrelationships and cooperation

Male worldview: hierarchies, competition, domination, and conquest

Environmental justice (EJ)

Involves the fair treatment of all people with respect to the environment, regardless of race, income, or ethnicity

The poor and minorities are exposed to more pollution, hazards, and environmental degradation.

Despite progress, significant inequalities remain.

The U.S. has still not ratified the Basel Convention, which prohibits the international export of waste, particularly to poor nations.

Conclusion

  • Finding ways to live sustainably on Earth requires a solid ethical grounding and scientific understanding of our natural and social systems.
  • Environmental science helps us understand our relationship with the environment and informs our attempts to solve and prevent problems.
  • Identifying a problem is the first step in solving it.
  • Solving environmental problems can move us toward health, longevity, peace, and prosperity.
  • Environmental science can help find balanced solutions to environmental problems.
 
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Inspection Report.

• Part Number: 1910
• Part Title: Occupational Safety and Health Standards
• Subpart: E
• Subpart Title: Means of Egress
• Standard Number: 1910.36
• Title: Design and construction requirements for exit routes.
   
• GPO Source: e-CFR

 

 

 

 

1910.36(a)

Basic requirements.  Exit routes must meet the following design and construction requirements:

1910.36(a)(1)

An exit route must be permanent.  Each exit route must be a permanent part of the workplace.

1910.36(a)(2)

An exit must be separated by fire resistant materials.  Construction materials used to separate an exit from other parts of the workplace must have a one-hour fire resistance-rating if the exit connects three or fewer stories and a two-hour fire resistance-rating if the exit connects four or more stories.

1910.36(a)(3)

Openings into an exit must be limited.  An exit is permitted to have only those openings necessary to allow access to the exit from occupied areas of the workplace, or to the exit discharge. An opening into an exit must be protected by a self-closing fire door that remains closed or automatically closes in an emergency upon the sounding of a fire alarm or employee alarm system. Each fire door, including its frame and hardware, must be listed or approved by a nationally recognized testing laboratory. Section 1910.155(c)(3)(iv)(A) of this part defines “listed” and § 1910.7 of this part defines a “nationally recognized testing laboratory.”

1910.36(b)

The number of exit routes must be adequate.

1910.36(b)(1)

Two exit routes.  At least two exit routes must be available in a workplace to permit prompt evacuation of employees and other building occupants during an emergency, except as allowed in paragraph (b)(3) of this section. The exit routes must be located as far away as practical from each other so that if one exit route is blocked by fire or smoke, employees can evacuate using the second exit route.

1910.36(b)(2)

More than two exit routes.  More than two exit routes must be available in a workplace if the number of employees, the size of the building, its occupancy, or the arrangement of the workplace is such that all employees would not be able to evacuate safely during an emergency.

1910.36(b)(3)

A single exit route.  A single exit route is permitted where the number of employees, the size of the building, its occupancy, or the arrangement of the workplace is such that all employees would be able to evacuate safely during an emergency.

Note to paragraph (b) of this section: For assistance in determining the number of exit routes necessary for your workplace, consult NFPA 101-2009, Life Safety Code, or IFC- 2009, International Fire Code (incorporated by reference, see § 1910.6).

1910.36(c)

Exit discharge.

1910.36(c)(1)

Each exit discharge must lead directly outside or to a street, walkway, refuge area, public way, or open space with access to the outside.

1910.36(c)(2)

The street, walkway, refuge area, public way, or open space to which an exit discharge leads must be large enough to accommodate the building occupants likely to use the exit route.

1910.36(c)(3)

Exit stairs that continue beyond the level on which the exit discharge is located must be interrupted at that level by doors, partitions, or other effective means that clearly indicate the direction of travel leading to the exit discharge.

1910.36(d)

An exit door must be unlocked.

1910.36(d)(1)

Employees must be able to open an exit route door from the inside at all times without keys, tools, or special knowledge. A device such as a panic bar that locks only from the outside is permitted on exit discharge doors.

1910.36(d)(2)

Exit route doors must be free of any device or alarm that could restrict emergency use of the exit route if the device or alarm fails.

1910.36(d)(3)

An exit route door may be locked from the inside only in mental, penal, or correctional facilities and then only if supervisory personnel are continuously on duty and the employer has a plan to remove occupants from the facility during an emergency.

1910.36(e)

A side-hinged exit door must be used.

1910.36(e)(1)

A side-hinged door must be used to connect any room to an exit route.

1910.36(e)(2)

The door that connects any room to an exit route must swing out in the direction of exit travel if the room is designed to be occupied by more than 50 people or if the room is a high hazard area ( i.e. , contains contents that are likely to burn with extreme rapidity or explode).

1910.36(f)

The capacity of an exit route must be adequate.

1910.36(f)(1)

Exit routes must support the maximum permitted occupant load for each floor served.

1910.36(f)(2)

The capacity of an exit route may not decrease in the direction of exit route travel to the exit discharge.

Note to paragraph (f) of this section: Information regarding the “Occupant load” is located in NFPA 101-2009, Life Safety Code, and in IFC-2009, International Fire Code (incorporated by reference, see § 1910.6).

1910.36(g)

An exit route must meet minimum height and width requirements.

1910.36(g)(1)

The ceiling of an exit route must be at least seven feet six inches (2.3 m) high. Any projection from the ceiling must not reach a point less than six feet eight inches (2.0 m) from the floor.

1910.36(g)(2)

An exit access must be at least 28 inches (71.1 cm) wide at all points. Where there is only one exit access leading to an exit or exit discharge, the width of the exit and exit discharge must be at least equal to the width of the exit access.

1910.36(g)(3)

The width of an exit route must be sufficient to accommodate the maximum permitted occupant load of each floor served by the exit route.

1910.36(g)(4)

Objects that project into the exit route must not reduce the width of the exit route to less than the minimum width requirements for exit routes.

1910.36(h)

An outdoor exit route is permitted.

1910.36(h)(1)

The outdoor exit route must have guardrails to protect unenclosed sides if a fall hazard exists;

1910.36(h)(2)

The outdoor exit route must be covered if snow or ice is likely to accumulate along the route, unless the employer can demonstrate that any snow or ice accumulation will be removed before it presents a slipping hazard;

1910.36(h)(3)

The outdoor exit route must be reasonably straight and have smooth, solid, substantially level walkways; and

1910.36(h)(4)

The outdoor exit route must not have a dead-end that is longer than 20 feet (6.2 m).

[FR 67 67962, Nov. 7, 2002; 76 FR 33606, June 8, 2011; 79 FR 76897, Dec. 23, 2014]

 

 Next Standard (1910.37)
 Regulations (Standards – 29 CFR) – Table of Contents

 

 

 

• Part Number: 1910
• Part Title: Occupational Safety and Health Standards
• Subpart: D
• Subpart Title: Walking-Working Surfaces
• Standard Number: 1910.23
• Title: Ladders.
   
• GPO Source: e-CFR

 

 

 

1910.23(a)

Application. The employer must ensure that each ladder used meets the requirements of this section. This section covers all ladders, except when the ladder is:

1910.23(a)(1)

Used in emergency operations such as firefighting, rescue, and tactical law enforcement operations, or training for these operations; or

1910.23(a)(2)

Designed into or is an integral part of machines or equipment.

1910.23(b)

General requirements for all ladders. The employer must ensure:

1910.23(b)(1)

Ladder rungs, steps, and cleats are parallel, level, and uniformly spaced when the ladder is in position for use;

1910.23(b)(2)

Ladder rungs, steps, and cleats are spaced not less than 10 inches (25 cm) and not more than 14 inches (36 cm) apart, as measured between the centerlines of the rungs, cleats, and steps, except that:

1910.23(b)(2)(i)

Ladder rungs and steps in elevator shafts must be spaced not less than 6 inches (15 cm) apart and not more than 16.5 inches (42 cm) apart, as measured along the ladder side rails; and

1910.23(b)(2)(ii)

Fixed ladder rungs and steps on telecommunication towers must be spaced not more than 18 inches (46 cm) apart, measured between the centerlines of the rungs or steps;

1910.23(b)(3)

Steps on stepstools are spaced not less than 8 inches (20 cm) apart and not more than 12 inches (30 cm) apart, as measured between the centerlines of the steps;

1910.23(b)(4)

Ladder rungs, steps, and cleats have a minimum clear width of 11.5 inches (29 cm) on portable ladders and 16 inches (41 cm) (measured before installation of ladder safety systems) for fixed ladders, except that:

1910.23(b)(4)(i)

The minimum clear width does not apply to ladders with narrow rungs that are not designed to be stepped on, such as those located on the tapered end of orchard ladders and similar ladders;

1910.23(b)(4)(ii)

Rungs and steps of manhole entry ladders that are supported by the manhole opening must have a minimum clear width of 9 inches (23 cm);

1910.23(b)(4)(iii)

Rungs and steps on rolling ladders used in telecommunication centers must have a minimum clear width of 8 inches (20 cm); and

1910.23(b)(4)(iv)

Stepstools have a minimum clear width of 10.5 inches (26.7 cm);

1910.23(b)(5)

Wooden ladders are not coated with any material that may obscure structural defects;

1910.23(b)(6)

Metal ladders are made with corrosion-resistant material or protected against corrosion;

1910.23(b)(7)

Ladder surfaces are free of puncture and laceration hazards;

1910.23(b)(8)

Ladders are used only for the purposes for which they were designed;

1910.23(b)(9)

Ladders are inspected before initial use in each work shift, and more frequently as necessary, to identify any visible defects that could cause employee injury;

1910.23(b)(10)

Any ladder with structural or other defects is immediately tagged “Dangerous: Do Not Use” or with similar language in accordance with § 1910.145 and removed from service until repaired in accordance with § 1910.22(d), or replaced;

1910.23(b)(11)

Each employee faces the ladder when climbing up or down it;

1910.23(b)(12)

Each employee uses at least one hand to grasp the ladder when climbing up and down it; and

1910.23(b)(13)

No employee carries any object or load that could cause the employee to lose balance and fall while climbing up or down the ladder.

1910.23(c)

Portable ladders. The employer must ensure:

1910.23(c)(1)

Rungs and steps of portable metal ladders are corrugated, knurled, dimpled, coated with skid-resistant material, or otherwise treated to minimize the possibility of slipping;

1910.23(c)(2)

Each stepladder or combination ladder used in a stepladder mode is equipped with a metal spreader or locking device that securely holds the front and back sections in an open position while the ladder is in use;

1910.23(c)(3)

Ladders are not loaded beyond the maximum intended load;

Note to paragraph (c)(3): The maximum intended load, as defined in § 1910.21(b), includes the total load (weight and force) of the employee and all tools, equipment, and materials being carried.

1910.23(c)(4)

Ladders are used only on stable and level surfaces unless they are secured or stabilized to prevent accidental displacement;

1910.23(c)(5)

No portable single rail ladders are used;

1910.23(c)(6)

No ladder is moved, shifted, or extended while an employee is on it;

1910.23(c)(7)

Ladders placed in locations such as passageways, doorways, or driveways where they can be displaced by other activities or traffic:

1910.23(c)(7)(i)

Are secured to prevent accidental displacement; or

1910.23(c)(7)(ii)

Are guarded by a temporary barricade, such as a row of traffic cones or caution tape, to keep the activities or traffic away from the ladder;

1910.23(c)(8)

The cap (if equipped) and top step of a stepladder are not used as steps;

1910.23(c)(9)

Portable ladders used on slippery surfaces are secured and stabilized;

1910.23(c)(10)

The top of a non-self-supporting ladder is placed so that both side rails are supported, unless the ladder is equipped with a single support attachment;

1910.23(c)(11)

Portable ladders used to gain access to an upper landing surface have side rails that extend at least 3 feet (0.9 m) above the upper landing surface (see Figure D-1 of this section);

1910.23(c)(12)

Ladders and ladder sections are not tied or fastened together to provide added length unless they are specifically designed for such use;

1910.23(c)(13)

Ladders are not placed on boxes, barrels, or other unstable bases to obtain additional height.

Figure D-1 -- Portable Ladder Set-up. Figure shows diagram formula showing x representing Distance to top support, 3 ft. min (0.9 m.) for top distance, and x/4 as width from support

Figure D-1 — Portable Ladder Set-up

1910.23(d)

Fixed ladders. The employer must ensure:

1910.23(d)(1)

Fixed ladders are capable of supporting their maximum intended load;

1910.23(d)(2)

The minimum perpendicular distance from the centerline of the steps or rungs, or grab bars, or both, to the nearest permanent object in back of the ladder is 7 inches (18 cm), except for elevator pit ladders, which have a minimum perpendicular distance of 4.5 inches (11 cm);

1910.23(d)(3)

Grab bars do not protrude on the climbing side beyond the rungs of the ladder that they serve;

1910.23(d)(4)

The side rails of through or sidestep ladders extend 42 inches (1.1 m) above the top of the access level or landing platform served by the ladder. For parapet ladders, the access level is:

1910.23(d)(4)(i)

The roof, if the parapet is cut to permit passage through the parapet; or

1910.23(d)(4)(ii)

The top of the parapet, if the parapet is continuous;

1910.23(d)(5)

For through ladders, the steps or rungs are omitted from the extensions, and the side rails are flared to provide not less than 24 inches (61cm) and not more than 30 inches (76 cm) of clearance. When a ladder safety system is provided, the maximum clearance between side rails of the extension must not exceed 36 inches (91 cm);

1910.23(d)(6)

For side-step ladders, the side rails, rungs, and steps must be continuous in the extension (see Figure D-2 of this section);

1910.23(d)(7)

Grab bars extend 42 inches (1.1 m) above the access level or landing platforms served by the ladder;

1910.23(d)(8)

The minimum size (cross-section) of grab bars is the same size as the rungs of the ladder.

1910.23(d)(9)

When a fixed ladder terminates at a hatch (see Figure D-3 of this section), the hatch cover:

1910.23(d)(9)(i)

Opens with sufficient clearance to provide easy access to or from the ladder; and

1910.23(d)(9)(ii)

Opens at least 70 degrees from horizontal if the hatch is counterbalanced;

1910.23(d)(10)

Individual-rung ladders are constructed to prevent the employee’s feet from sliding off the ends of the rungs (see Figure D-4 of this section);

1910.23(d)(11)

Fixed ladders having a pitch greater than 90 degrees from the horizontal are not used;

1910.23(d)(12)

The step-across distance from the centerline of the rungs or steps is:

1910.23(d)(12)(i)

For through ladders, not less than 7 inches (18 cm) and not more than 12 inches (30 cm) to the nearest edge of the structure, building, or equipment accessed from the ladders;

1910.23(d)(12)(ii)

For side-step ladders, not less than 15 inches (38 cm) and not more than 20 inches (51 cm) to the access points of the platform edge;

1910.23(d)(13)

Fixed ladders that do not have cages or wells have:

1910.23(d)(13)(i)

A clear width of at least 15 inches (38 cm) on each side of the ladder centerline to the nearest permanent object; and

1910.23(d)(13)(ii)

A minimum perpendicular distance of 30 inches (76 cm) from the centerline of the steps or rungs to the nearest object on the climbing side. When unavoidable obstructions are encountered, the minimum clearance at the obstruction may be reduced to 24 inches (61 cm), provided deflector plates are installed (see Figure D-5 of this section).

Note to paragraph (d): Section 1910.28 establishes the employer’s duty to provide fall protection for employees on fixed ladders, and § 1910.29 specifies the criteria for fall protection systems for fixed ladders.

Figure D-2 -- Slide-Step Fixed Ladder Sections. Two diagrams depicted. First one is for Fixed Ladder Dimensions and Side Clearances. 10-14 IN (25-36 CM) On Center. Uniformly spaced. 16 IN (41 CM) Min Clearance between side rails. 15 IN (38 CM) Min clearance to any permanent obstruction for ladder without cage or well. Second one is for Side Clearances for Side-step ladders. 15-20 IN (30-51 CM) Step-Across Distance to Platform edge. 42 IN (107 CM) Min. 15 IN (38 CM) Min.

Figure D-2 — Slide-Step Fixed Ladder Sections.

Figure D-3 -- Example of Counterbalanced Hatch Cover at Roof. Two diagrams depicted. First one shows Section A-A. Catch or Locking Device. 7'' min from Rung. Counterweight. Second show sectional elevation.

Figure D-3 — Example of Counterbalanced Hatch Cover at Roof.

Figure D-4 -- Individual Rung Ladder. Shows General View, Rung Cross-section, 7 IN (18 CM) Min Clearance. 16 IN (41 CM) Min Clearance. 10-14 IN (25-36 CM) On Center Uniformly Spaced.

Figure D-4 — Individual Rung Ladder.

Figure D-5 -- Fixed Ladder Clearances. Shows Normal Clearance. 7 IN (18 CM) To Centerline of Rungs. 10-14 IN (25-36 CM) Max (Uniform Space). 30 IN (76 CM) Min. Floor,  Platform

Figure D-5 — Fixed Ladder Clearances.

1910.23(e)

Mobile ladder stands and mobile ladder stand platforms

1910.23(e)(1)

General requirements. The employer must ensure:

1910.23(e)(1)(i)

Mobile ladder stands and platforms have a step width of at least 16 inches (41 cm);

1910.23(e)(1)(ii)

The steps and platforms of mobile ladder stands and platforms are slip resistant. Slip-resistant surfaces must be either an integral part of the design and construction of the mobile ladder stand and platform, or provided as a secondary process or operation, such as dimpling, knurling, shotblasting, coating, spraying, or applying durable slip-resistant tapes;

1910.23(e)(1)(iii)

Mobile ladder stands and platforms are capable of supporting at least four times their maximum intended load;

1910.23(e)(1)(iv)

Wheels or casters under load are capable of supporting their proportional share of four times the maximum intended load, plus their proportional share of the unit’s weight;

1910.23(e)(1)(v)

Unless otherwise specified in this section, mobile ladder stands and platforms with a top step height of 4 feet (1.2 m) or above have handrails with a vertical height of 29.5 inches (75 cm) to 37 inches (94 cm), measured from the front edge of a step. Removable gates or non-rigid members, such as chains, may be used instead of handrails in specialuse applications;

1910.23(e)(1)(vi)

The maximum work-surface height of mobile ladder stands and platforms does not exceed four times the shortest base dimension, without additional support. For greater heights, outriggers, counterweights, or comparable means that stabilize the mobile ladder stands and platforms and prevent overturning must be used;

1910.23(e)(1)(vii)

Mobile ladder stands and platforms that have wheels or casters are equipped with a system to impede horizontal movement when an employee is on the stand or platform; and

1910.23(e)(1)(viii)

No mobile ladder stand or platform moves when an employee is on it.

1910.23(e)(2)

Design requirements for mobile ladder stands. The employer must ensure:

1910.23(e)(2)(i)

Steps are uniformly spaced and arranged, with a rise of not more than 10 inches (25 cm) and a depth of not less than 7 inches (18 cm). The slope of the step stringer to which the steps are attached must not be more than 60 degrees, measured from the horizontal;

1910.23(e)(2)(ii)

Mobile ladder stands with a top step height above 10 feet (3 m) have the top step protected on three sides by a handrail with a vertical height of at least 36 inches (91 cm); and top steps that are 20 inches (51 cm) or more, front to back, have a midrail and toeboard. Removable gates or non-rigid members, such as chains, may be used instead of handrails in special-use applications; and

1910.23(e)(2)(iii)

The standing area of mobile ladder stands is within the base frame.

1910.23(e)(3)

Design requirements for mobile ladder stand platforms. The employer must ensure:

1910.23(e)(3)(i)

Steps of mobile ladder stand platforms meet the requirements of paragraph (e)(2)(i) of this section. When the employer demonstrates that the requirement is not feasible, steeper slopes or vertical rung ladders may be used, provided the units are stabilized to prevent overturning;

1910.23(e)(3)(ii)

Mobile ladder stand platforms with a platform height of 4 to 10 feet (1.2 m to 3 m) have, in the platform area, handrails with a vertical height of at least 36 inches (91 cm) and midrails; and

1910.23(e)(3)(iii)

All ladder stand platforms with a platform height above 10 feet (3 m) have guardrails and toeboards on the exposed sides and ends of the platform.

1910.23(e)(3)(iv)

Removable gates or non-rigid members, such as chains, may be used on mobile ladder stand platforms instead of handrails and guardrails in special-use applications.

[39 FR 23502, June 27, 1974, as amended at 43 FR 49744, Oct. 24, 1978; 49 FR 5321, Feb. 10, 1984; 81 FR 82983-82986, Nov. 18, 2016]

 

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