MOS 5425 Advanced Toxicology WK 1 PowerPoint Presentation

Course Textbook APA Citation:

 

 

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

 

Unit 1 PowerPoint.

Unit I PowerPoint Presentation

 

 

Prepare an eight- to ten-slide PowerPoint Presentation discussing the roles of 5-7 subdisciplines of toxicology and the connection these subdisciplines have in occupational health and safety. Be sure to cite references on your last slide in proper APA format. You may either utilize the speaker’s notes feature to type the script of what you would say if you were to present the PowerPoint to your classmates or record your voice speaking within the PowerPoint Presentation.

 
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Question

True or False

1. An environmental impact statement must be filed whenever a business wants to undertake a project that will affect the environment.

2. The “Tragedy of the Commons” is frequently cited to justify the use of the tort law to prevent pollution.

3. Under TSCA, top priority is given to the testing of chemicals on the market when the Act was passed; since the Act’s passage, over 48,000 chemicals have been listed on the EPA’s inventory of toxic substances, and data on toxic effects has been collected for about 90% of these chemicals.

4. Because nuclear power is a clean, nonpolluting source of energy, most environmentalists have given broad support for nuclear energy.

5. Originally, the Acid Rain program focused on NOx levels, and not SO2 levels.

6. Primary Ambient Air Quality Standards protect human health and Secondary Ambient Air Quality Standards protect the environment; the former are more stringent than the latter.

7. The primary focus of the underground storage tank program is on spill prevention.

8. Rivers given a designation under the Wild and Scenic Rivers Act of 1968 are removed from human use.

9. A major problem with international environmental law is its lack of an adequate enforcement mechanism.

10. All proposed and final rules being promulgated by a regulatory agency must be published in the Federal Register.

11. Under the National Pollution Discharge Elimination System, the amount of emissions allowed by a permit are determined by the type of pollutant, the type of discharger, and whether the source is existing or new.

12. The ranking system used to place sites on the National Priorities List is based on relative risk to human health and the environment, rather than actual risk.

13. The primary goal of NEPA was to reform agency decision-making so that environmental concerns would be taken into account.

14. From environmentalists’ perspective, one of the most important Constitutional rights is the right to a clean environment.

15. The court has traditionally interpreted the commerce clause broadly, so that most environmental regulations are considered a valid exercise of commerce clause authority.

_ 16. In general, a state may pass an environmental regulation that sets standards more stringent than those set by federal regulations.

. 17. The EPA was created in 1960, and is the largest federal agency operating today.

18. Pollution from nonpoint sources is easier to control than pollution from point sources because it’s difficult to convince polluters to purchase and install expensive pollution control devices.

19. One of the TSCA’s functions is to regulate the introduction of new chemicals into the market.

20. The range of chemicals regulated under CERCLA is the same as that regulated under RCRA.

21. Because nuclear energy does not produce carbon emissions, it is considered a renewable source of energy

22. Bills that are passed by the United States Congress and then signed by the United States President become statutes, which can be found in the U. S. Code; the National Environmental Policy Act is an example of such a federal statute.

23. Subject matter jurisdiction determines whether a case is heard in state or federal court.

24. Primary Ambient Air Quality Standards protect human health and Secondary Ambient Air Quality Standards protect the environment; the former are more stringent than the latter.

25. International environmental law is made up of both customary and conventional law; the former is analogous to common law and the latter is formed by treaties.

 

 

 

 

Multiple Choice

 

1. The RCRA regulates

 

a. hazardous waste

b. non-hazardous waste

c. municipal waste

d. all of the above

 

2. The Safe Drinking Water Act establishes drinking water standards that are applicable to

 

a. bottled water.

b. municipal water supply systems.

c. private wells.

d. all of the above.

 

3. The United States can affect other countries’ environmental policies by

 

a. sharing our research.

b. linking financial aid to environmentally sound projects.

c. entering into treaties with other countries to preserve specific aspects of the environment.

d. all of the above.

 

4. Which of the following is not considered one of the threshold issues that must be met before one can bring a lawsuit?

 

a. standing.

b. ripeness.

c. case or controversy.

d. none of the above (all must be present).

 

5. Who of the following was an administrator of the EPA during the second Bush administration?

 

a. Christine Whitmire.

b. Stephen Johnson.

c. Both a and B.

d. none of the above.

 

6. FIFRA

 

a. prohibits the introduction of new chemicals into the market.

b. requires that all pesticides sold in the U. S. be registered for either general or restricted use.

c. requires that all pesticides manufactured in the U. S. be registered for general or restricted use.

d. both b and c.

 

7. Which of the following are benefits of wetlands?

 

a. Wetlands provide food and habitat for many species.

b. Wetlands help control shoreline erosion.

c. Wetlands help improve the quality of drinking water.

d. All of the above.

 

8. All rules made by administrative agencies must be

 

a. published as proposed rules in the Federal Register.

b. published as final rules in the Federal Register at least 30 days before they are to go into effect.

c. both a and b.

d. neither a nor b.

 

9. Which of the following is not contained in the EIS?

 

a. a statement of any adverse negative environment impacts that cannot be avoided if the proposal is carried out.

b. alternatives to the proposal, including taking no action.

c. both a and b.

d. none of the above.

 

10. Which of the following is not a conventional air pollutant?

 

a. ozone.

b. sulfur dioxide.

c. both a and b (neither is a conventional pollutant).

d. none of the above (both are conventional pollutants).

 

11. Acid rain

 

a. would not exist in the absence of man-made emissions of sulfur.

b. occurs only in industrialized areas.

c. is a difficult problem to solve because there is a lack of agreement as to the severity of the problem, the best way to solve the problem, and what ph level warrants the designation acid rain.

d. none of the above.

 

12. A case challenging a statute as violating a person’s rights under the U. S. Constitution.

 

a. must be heard in a state court.

b. must be heard in a federal court.

c. may be heard in either state or federal court.

d. must be heard in the U. S. Court of Claims.

 

13. Potential sources of contamination of groundwater do not include:

 

a. home septic tank systems.

b. hazardous waste land disposal facilities.

c. underground storage tanks.

d. none of the above.

 

14 The source of authority for most federal environmental laws is

 

a. the Commerce Clause.

b. the Contract Clause.

c. the Fifth Amendment.

d. Article III.

 

15. Substances regulated under the Montreal Protocol do not include

 

a. CFCs.

b. methyl bromide.

c. halons.

d. none of the above.

 

16. Which of the following is not a characteristic of toxic substance regulated under TSCA?

 

a. Tendency to bioaccumulate.

b. Extremely low dosages may have harmful effects.

c. Harmful effects may not show up for a long time.

d. None of the above.

 

 

17. One does not look in the Federal Register to find

 

a. proposed rules.

b. final rules.

c. statutes.

d. any of the above.

 

18. A waste will be considered hazardous under the RCRA if

 

a. it is included on one of the EPA’s three lists of hazardous wastes.

b. it has the characteristics of toxicity, ignitability, corrosivity, or reactivity.

c. both a and b.

d. none of the above.

 

19. Which of the following is not required by the federal underground storage tank regulations?

 

a. All tanks must have spill and overflow protection.

b. Tanks that store hazardous substances must have extra protection against hazardous substance release such as a double-walled tank or external liner.

c. Failure to meet the new standards by 2000 may result in fines of up to $10,000 per tank.

d. None of the above.

 

20. Which of the following is not considered a source of renewable energy?

 

a. wind energy.

b. biomass energy.

c. solar energy.

d. none of the above.

 

 

21. Which of the following was not designed to protect wetlands, coastal areas, or estuaries?

 

a. The Wild and Scenic Rivers Act.

b. The Coastal Zone Management Act.

c. The “No-Net-Loss” Policy.

d. Section 404 of the Clean Water Act.

 

 

 

22. Which is not a factor that may cause a species to become endangered?

 

a. destruction of its habitat.

b. disease.

c. overutilization for commercial purposes.

d. none of the above.

 

23. Which President is considered to be the first who worked toward a comprehensive national energy policy?

 

a. Woodrow Wilson.

b. Franklin D. Roosevelt.

c. Richard Nixon.

d. Gerald Ford.

 

24. Which of the following duties is not imposed on nations regarding transboundary pollution?

 

a. to inform other nations of accidents that might cause transboundary harm.

b. to enter into a convention to determine how to handle the situation.

c. both a and b (neither duty is imposed).

d. none of the above (both duties are imposed).

 

25. Which of the following was not one of the early acts designed to protect the water quality?

 

a. the Rivers and Harbors Act of 1899.

b. the Public Health Service Act of 1912.

c. the Oil Pollution Act of 1924.

d. none of the above.

 
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Advanced Solid Waste Management

1)   review some articles on landfills and on compost piles. This assignment is not about summarizing these operations but about analyzing and comparing the differences between these two fundamental principles of solid waste management. Describe when and why each of these fundamentals is appropriate for use to manage municipal solid waste. Include in your discussion details about the differences of microbial mechanisms, the end products of degradation, and of factors that help and harm the performance of these operations. How effective is each one? (Your total response for all parts of this question should be at least 500 words.)

2) A community of 62,000 does not have a municipal recyclinge program, and they it sends all of their its refuse to the municipal landfill. Will the landfill generate enough natural gas to meet the needs of the city if the municipality needs to annually generate 10 million cubic meters of natural gas (methane) and the city collects all of the methane that is generated? How will this affect the population of the city? Explain your answer. (Your total response for all parts of this question should be at least 300 words.)

 
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Simple Energy Quiz Due 4 Hrs

SPU 25 Energy and Climate: Vision for the Future, Spring 2018

Homework Set #2 Energy Basics DUE Wednesday 2/21 (1:00 pm in lecture)

 

Name: _____________________________________ Section: __________ TF: _____________________ Score: ______/_______

Collaborators: _________________________________________________________________________________________________

 

In order to understand Earth’s climate and how it is influenced by our energy choices, it is important to

understand basic principles of energy, heat, temperature, and water. In this assignment, you’ll also see how

the carbon cycle (both natural and anthropogenic) is intimately tied to energy and climate. You will visit a few

websites in order to expose you to some of the energy and climate data available to you. [40 points]

 

Conceptual and quantitative problems. You will only receive credit if you show all your work and write

legibly.

I. Defining energy

1. Energy is the ability to do _________________. It is neither ______________________ nor ______________________, but

changes ____________________. [3 point]

 

 

2. Conceptualizing Energy Units. In 2013, the New York Times printed a how-to for a “7-Minute

Workout.” It has been estimated that this workout burns approximately 75 kilocalories over the 7

minutes.

What is the rate of energy usage during the workout? Report your answer in Watts. [2 points]

 

 

II. Properties of Water

3. Label the phases of water in the following figure. [3 point]

 

4. True or False. Warmer air can hold more water vapor. [2 point]

 

III. Latent and Sensible Heat

5. _______________________heat is required to change the temperature of water. _______________________ heat is

involved in changing the phase of water. [2 point]

 

IV. Heat Capacity and Specific Heat (Heat capacity per unit mass)

6. Water, air, and land heat up at different rates, which is evident when you jump from a hot concrete

pool deck into a pool in the summer. These differences are very important in global weather patterns

and the distribution of energy around the planet. The specific heats and densities are listed in the table

below.

a. How much energy is required to raise the temperature of 1 cubic meter of water, air, and land by

10°C? Show your work and report your answers in Joules in the table below. [3 points]

 

 

 

 

 

 

 

Material Density at 20°C, sea level (kg/m3)

Specific Heat Capacity (Joules/kg °C)

Energy required to raise temp of 1 m3 by 10°C (Joules)

Solar heating time (hours)

Water 998.2 4182

Air 1.2041 1005

Land* 3000 850

*Based on a range of values for different types of rock, just for rough estimates.

 

 

b. In the northern hemisphere, are surface winds (think about the pressure differences that drive

winds) more likely to blow from the land toward the ocean in June or in November? Why? Use a

diagram to explain your answer. [3 points]

 

 

 

 

 

V. Carbon Cycle

 

7. The process by which energy is stored in organic carbon compounds is _______________________________.

The reverse process, in which energy is released from organic carbon compounds is called

___________________________________________. [2 point]

 

 

 

8. Using the carbon cycle figure below, calculate the

average residence time of carbon in each of the

following reservoirs. Report your answers in years.

 

a. Define residence time using an equation and in

your own words. [2 point]

 

 

 

 

b. Deep ocean [1 points]

 

 

 

c. Soil [1 points]

 

 

 

d. Atmosphere [1 points]

 

 

 

e. Sediments [1 points]

 

 

 

9. Understanding carbon storage and release

a. The carbon in fossil fuels (coal, oil, and natural gas) belongs to which reservoir? [2 point]

 

 

 

b. What is the role of plate tectonics in returning carbon from the sedimentary reservoir to the

atmosphere? [2 point]

 

 

 

c. What is the role of humans in returning carbon from the sedimentary reservoir to the atmosphere?

[2 point]

 

 

 

 

 

 

 

 

 

10. Navigate to the NOAA Carbon Tracker website: https://www.esrl.noaa.gov/gmd/ccgg/carbontracker/. a. Read the Global CO2 Budget section and study Figure 1. What are the two major sources and two

major sinks shown in the figure? [2 points]

b. What is proposed as the cause for the decrease in fossil fuel CO2 emissions in 2008 and 2009? Explain why this is the case. [2 point]

 

 

11. The combustion of jet fuel (and other fossil fuels) can be simplified to the following equation:

CH2O (organic carbon compound) + O2  CO2 + H2O

 

a. Visit the following website: https://www.eia.gov/environment/emissions/co2_vol_mass.cfm and

identify the amount of CO2 (in pounds AND kilograms) produced per gallon of jet fuel burned.

(While you are at the site, compare the emissions from other fuel sources!) [2 point]

 

 

 

 

b. A gallon of fuel weighs less than the amount of CO2 it produces, which you found in the previous

question. How is this possible? (Hint: look at the equation above.) [2 point]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12. BONUS: Visit the NASA Visualization Studio website: https://svs.gsfc.nasa.gov/. Here you will find hundreds of fascinating animations and data representations relevant to climate, energy, and many other things that can be tracked by satellites. Use the search box or click on galleries to find a visualization that is particularly interesting to you and relevant to something we are learning in SPU 25. [2 BONUS points]

Visualization Title:________________________________________________________________ ____________________ How is it relevant, and why is it interesting to you?

 

 

 
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Analyzing Report

In this assignment, you will examine a news report on scientific studies of the Colorado River water crisis. We will follow the same approach and the same questions that you learned to use in the Science Tool Kit activities in previous modules. In this assignment, you will take these questions and create an essay in which you can show your ability to more deeply examine the problem and the reporting, as well as the science behind the news story.

Completing this activity will assist you in mastering Module Level Outcome 3 and 4.

First, read:

View:

Next, submit the following:

You will write an essay of 1000+ words (4 pages), not including a title page and a reference page. Each of the following questions should be addressed in your essay and supported with both quotations and paraphrasing from multiple sources you have been given in the module on this topic and that you locate through the EC Library.

  1. What is the source of the scientific information in the Arizona Daily Star article by Tony Davis?
  2. Discuss the expertise of the scientists (and others) involved in the study discussed by Davis.
  3. What alternative views does Mr. Davis discuss? What do these viewpoints say in contrast to the initial study he examined in his article? Would you say, based on this information, that the study examined by Mr. Davis is accurate, reliable, and unbiased?
  4. Compare and contrast the information in this Arizona Daily Star article with the information in the module readings and any additional material you may have found about this complex issue. Where does the Daily Star article agree and disagree with your other sources, and why?
  5. Who are the major stakeholders in the conflicting demands on the Colorado River source? Does Mr. Davis discuss them all fairly? Is one group overlooked; if so, who, and what is their interest in the Colorado River water?
  6. What possible solutions to this problem are discussed in Mr. Davis’ article? Are there other solutions you have found? Describe these possible solutions.

Resources and Reminders:

You are also encouraged to do your own research through our library on the topic. Do not forget to include in-text citations and complete APA style references for all sources

 
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Assignment

Question 1.

Select at least two alternative energies and one nonrenewable energy.

Complete the University of Phoenix Material: Alternative Energies and Tradeoffs Matrix.

Compare the tradeoffs for the three types of energy.

Include specifics about the advantages and disadvantages of each energy type. Total word count should be 350 to 525 words. (use attachement  labelled 1)

Question 2.Resources: LEED™ Presentation; Energy Usage Calculation spreadsheet

Read the LEED™ Microsoft® PowerPoint® Presentation to gain an understanding of the standard for green architecture.

Select the design of a home that uses standard architectural design or nonrenewable, inefficient energy guidelines.

Complete the Energy Usage Calculation spreadsheet. Use the Energy Usage Calculation spreadsheet to complete the following:

  • Determine the most efficient alternative energy design that would reduce the energy output through built-in calculation.
  • Compare the energy usage in the original to the new design of the chosen home.

Redesign your chosen building to achieve a certified, silver, or gold level of LEED™certification.

Prepare a 10- to 12-slide Microsoft® PowerPoint® presentation with speaker notes and include the following:

  • Outline your idea for an alternative energy design that includes LEED™ architecture.
  • Determine the most energy-efficient design or alternative energy for the home or building you have chosen.
  • Describe how you might integrate sustainable energy sources and technologies into the design.
  • Report the energy savings of the new design.
  • Compare actions you might take in daily activities at home, when commuting, and to work to reduce the energy you consume.

Note: The Microsoft® Excel® spreadsheet should automatically calculate the electricity used in a typical house once you insert the number of hours. In addition, include the power usage of standard appliances such as a water heater, refrigerator, lighting, computer, television, dishwasher, and so on

 
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Advanced Air Quality

Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1

 

A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2

 

A Permit by Rule (PBR) Application for an Interior Surface Coating Facility

[Student name here…remove brackets, too]

Columbia Southern University

Abstract

 

Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).

 

A Permit by Rule (PBR) Application for an Interior Surface Coating Facility

General Considerations for Operation

Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact. Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.

VOC and ES Content per Vehicle

Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle

Operational Air Emission Rates

Blank for Units 3-8. Fill this in for Unit 4.

Operational Face and Filter Velocities

Blank for Units 4-8. Fill this in for Unit 5.

VOC Content Minus Water and Exempt Solvents

Blank for Units 5-8. Fill this in for Unit 6.

Heater and Oven Combustion Emissions

Blank for Units 6-8. Fill this in for Unit 7.

Pollution Control Technologies

Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.

Process Flow Diagram

Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.

References

Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.

Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for

obtaining air authorization in Texas. Retrieved from

https://www.tceq.texas.gov/searchpage?cx=004888944831051571741%3Auk- 3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilities%3A+A+Guide+for+Obt aining+Air+Auth orization+in+Texas

 

List additional references here alphabetically. Be sure and double-space and hang-indent each

subsequent line for each reference entry, formatting to CSU APA Citation Guide

pp. 8-12.

 
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Reword Assignment Chapter 4

Chapter 4 reword

Discussion Questions

1. Many believe that truly addressing inequities in the food system requires going beyond food to address inequities in society. Yet, those social inequities are difficult to change for many reasons. Where would you focus your energy?

Answer: I will focus my energy more on food equities because the nature of the food system- from agricultural production through retailing and consumption to trade contributes to food insecurity and inequities in diet-related health. The food system is also a major contributor to climate change and is increasingly affected by it, thus resulting in reduced quantity and affordability of food in many countries. This contribution is predicted to increase and to cause disproportionate harm too vulnerable populations.

2. The authors note that in some cases their discussion of how our food system affects inequalities is speculative (particularly due to a lack of evidence on pathways from broad national and international food systems forces to health inequalities). Do you agree? Why and why not?

Answer: I agree with the speculations because from the text, its been shown how food system and its components are key loci and contributors to explaining health disparities. The products and externalized costs of our food production system are inequitably distributed throughout society, as a result of supply, demand, and other social and economic factors. The determinants of disparities are like a prism, refracting the elements of our food system and making them differentially available, accessible, and even preferred by various sectors of society. The UN has defined food security as a situation whereby “all people, at all times, have physical, social and economic access to sufficient, safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life.”

3. Julie Guthman’s piece, “Foodies on a Mission,” is provocative. What you think of her view of a civilizing mission in the alternative-food movement?

Answer: I think her mission is to a positive one that would change people’s way and manner of eating, educating them on how to eat healthy and not just to consume junks thinking they’re eating food. And this is common amongst the colored people who just eat all they find at the grocery stores not even bothered about how the food comes about, its nutritional value, or even the mode of preservation, as long as it is present in the neighborhood store, it is believed to be good food, so the ‘civilizing mission on the alternative food movement would open their eyes to what food is and not the junks they are used to, and as it is called a mission it should be something that should be worthy of emulation and not imposed on the people.

 

4. Patricia Allen writes, “Although local food movements cannot be held responsible for rectifying injustices of the past, neither is it clear how physical geography is a defensible arbiter for boundaries of caring, action, or understanding.” Do you think we should have some special responsibility to those who are more local to us?

Answer: yes, I think we should have some special responsibility to those who are more local to us because if there are people assigned with special responsibilities, local food movements would be controlled, and locals would also be responsible for feeding themselves in a way to make it go round the community.

5. The chapter authors write that it is possible that over the middle and longer term, food system environmental threats might contribute to making the healthy and sustainable choice the affordable choice. Do you agree or disagree?

Answer: I totally agree with the author, it is possible that over the middle and longer term, food system environmental threats might contribute to making the healthy and sustainable choice the affordable choice.

 
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36123 – 1 – Page Within 6 Hrs

36123 Topic: SCI 207: Our Dependence upon the Environment

Number of Pages: 1 (Double Spaced)

Number of sources: 2

Writing Style: APA

Type of document: Essay

Academic Level:High School

Category: Environmental Issues VIP Support: N/A

Language Style: English (U.S.)

Order Instructions: Attached

Week 4: Discussion 1

No unread replies. 1 reply.

Your initial post is due on Day 3 (Thursday). You must complete the three tasks detailed below to receive full credit for this discussion. Replies are optional, and you have until Day 7 (Monday) to respond to your classmates.

A Carbon-Neutral Community Plan for Ashfordton [WLO: 1] [CLOs: 3, 4, 6]

Imagine that you are a resident of Ashfordton, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a plan for helping the community become carbon-neutral by 2050, meaning that by that time, no net carbon dioxide emissions will be produced by residents as a whole.

Fortunately, you have all showed up to the meeting with lots of knowledge you gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your plan should consist of the following elements:

Energy conservation measures (e.g., promoting carpooling by adding special lanes to local highways)

Steps to move toward sustainable energy production (e.g., installing solar panels on town government buildings)

Reducing energy consumption will help, but some actions will have to involve switching to other power sources for buildings and vehicles as well.

This week’s discussion will take place in an online app called “Tricider.” There, you will be able to post your ideas for plan components and also share pros and cons of different proposals during the week. Finally, you will be able to vote on what you think should be in the plan.

For directions on how to use the Tricider app, please review the Tricider Help GuidePreview the document. In Tricider, you will be expected to do the following:

Post at least two separate and unique ideas.

Include your full name for each one.

Post at least six different pros and cons for your classmates’ proposed ideas.

Vote on what you feel are the top three ideas in the list.

Do not vote before Friday.

You must complete the three tasks above to receive full credit for this discussion.

Please note: You are welcome to post questions and comments to this board for this instructor; however, this discussion board does not have any posting requirements of its own, and no additional credit will be given for posts made here.

Below, the instructor will post both

The Ashfordton description you will be using for this activity and

The link you will be using to access Tricider for the activities below.

Search entries or author

Search entries or author

Filter replies by unread

Reply Reply to Week 4 – Discussion 1

COLLAPSE SUBDISCUSSIONAdam Selhorst

Adam Selhorst

Dec 31, 2018 Dec 31, 2018 at 2:24pm

As explained above, all discussions will take place in tricider located here: https://www.tricider.com/admin/2bjSOwEb4fB/9rusU2eu59x (Links to an external site.)Links to an external site.

Ashfordton:

Population: 32,000

Avg. High Temp (Dec): 34oF

Avg. High Temp (June): 62oF

Annual Precipitation: 62 in.

Urban Area: 14 sq. mi.

Main Power Source: natural gas

Overview:

The community of Ashfordton is located near sea level at the base of a snow-capped mountain, on a secluded ocean inlet, surrounded by rugged, forested land. The only access to the city is by ferry or plane; no roads connect it to other communities in the region. Winters are wet, mild, and long. The city serves as the capital for the state of New Bridgepoint. As such, government agencies are its leading employer, though tourism is also a major source of income, followed by commercial fishing. The city is renowned for its scenic beauty; tall mountains capped by glaciers can be seen from the downtown.

Required Resources

Text

Bensel, T., & Turk, J. (2014). Contemporary environmental issues (2nd ed.). Retrieved from https://content.ashford.edu

Chapter 6: Fossil Fuels and Minerals

Chapter 7: Global Climate Change and Ozone Depletion

Chapter 8: Renewable Energy, Nuclear Power, and Energy Efficiency

Supplemental Material

Carolina Distance Learning. (n.d.). Greenhouse gases and sea level rise investigation manualPreview the document [PDF]. Retrieved from https://ashford.instructure.com

This lab manual provides background information about greenhouse gases and will assist you in your Greenhouse Gases and Sea level Rise Laboratory assignment. This manual is available for download in your online classroom.

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Use outside resources such as wood to create a fireplace instead of using a heater when it is cold and switching out lightbulbs or any items that can be replaced with energy efficient appliances.

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Complete a home assessment to determine if the house is adequately sealed and insulated. Add insulation in areas where it might be missing like walls or ceiling. Check doors and windows; seal cracks or gaps where airflow is present by adding caulk, foam or weather strips. Taking these steps can r… more

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Research solar incentive programs and encourage the use of solar panels for homes, schools, and businesses.

by Rebecca Fenton

Recommended Resources

Multimedia

The Daily Conversation. (2015, December 2). Climate change explained (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://youtu.be/ifrHogDujXw

This video provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.

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Web Pages

National Aeronautics and Space Administration. (n.d.). Global climate change: Vital signs of the planet (Links to an external site.)Links to an external site.. Retrieved from https://climate.nasa.gov/

This web page provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.

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National Institute of Environmental Health Sciences. (n.d.). Air pollution (Links to an external site.)Links to an external site.. Retrieved from https://www.niehs.nih.gov/health/topics/agents/air-pollution/index.cfm

This web page provides information about air pollution issues and may assist you in your Week Four Assignment.

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Visualizing and understanding the science of climate change (Links to an external site.)Links to an external site.. (n.d.). Retrieved from http://www.explainingclimatechange.ca

This web page provides a learning module with information about the science of climate change and may assist you in your Week Four Assignment.

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SCI 207 Our Dependence Upon The Environment WK1-J

Ecological Footprint Update and Course Reflections

[WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4, 5, 6]

Welcome to SCI207! Throughout this course, you will be asked to keep a  journal about your experience in the class. The purpose of this  activity is to enable you to reflect on your learning: what new things  you have discovered, what surprises you have encountered, what topics or  ideas you have found particularly challenging, and how the course is  going for you. During the five weeks in which you are participating in  the Environmental Footprint Reduction Project, in Week 2 through Week 4  you will also use this journal as a space for a progress report on your  efforts. Your entries will be evaluated in terms of how well they met  the topic and length requirements, and your writing clarity.

Complete the following:

  • In the first paragraph or two of your first journal entry, please  reflect on your previous experiences, if any with environmental science  and environmental issues. What new things do you hope to learn in this  course? What concerns or fears do you have about this class? What  strategies to you plan to put in place to address them?
  • In another one or two paragraphs, share your thoughts about the  first week of class. What did you learn? What experiences stand out for  you? What tasks or content did you find difficult or frustrating? What  activities did you find surprising or exciting? Looking ahead, what are  your intrigued or concerned by in the second week of the course?
  • Finally, make a list of at least five lifestyle changes you plan to  commit to making for your course-long Ecological Footprint Reduction  Project.  Once you have recorded them in your journal, you should begin  taking those steps and keeping a weekly journal record of your efforts.  You will report on the results in a class discussion in Week 5.
 
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