Advanced Environmental Toxicology And Hazardous Waste Treatment

Journal of Public Health and Epidemiology Vol. 4(6), pp.156-169, June 2012 Available online at http://www.academicjournals.org/JPHE DOI: 10.5897/JPHE12.012 ISSN 2141-2316 ©2012 Academic Journals

 

Full Length Research Paper

Waste management options for health care wastes in Nigeria: A case study of Port Harcourt hospitals

 

David N. Ogbonna 1 *, Alex Chindah

2 and Ndubuisi Ubani

3

1 Department of Applied and Environmental Biology, Rivers State University of Science and Technology, Nkpolu-

Oroworukwo, P. M. B. 5080, Port Harcourt, Nigeria. 2 Institute of Pollution Studies, Rivers State University of Science and Technology, Nkpolu-Oroworukwo, P. M. B. 5080,

Port Harcourt, Nigeria. 3 Institute of Geosciences and Space Technology, Rivers State University of Science and Technology,

Nkpolu-Oroworukwo, P. M. B. 5080, Port Harcourt, Nigeria.

Accepted 16 March, 2012

This study was undertaken to identify the waste disposal options adopted by the different hospital authorities in managing wastes generated as well as determining their awareness level on hospital waste management issues. A daily waste inventory study of each hospital department was carried out for six months in five different hospitals as representative healthcare institutions in Port Harcourt, Nigeria to estimate the waste types and quantities generated. Results obtained showed that 5.53 kg of hazardous portions of hospital wastes and 20.4 kg of non-hazardous waste portions were generated per day by the three categories of hospitals. The waste composition obtained for the different hospital categories show a positive linear relationship between and among the categories of hospitals and the wastes they generate. The findings further show that all the hospitals fell below the recommended waste management practices as prescribed by the World Health Organization and other regulatory authorities. Wastes were not segregated into marked or colour coded containers/bins for the different waste streams neither do they keep records of waste generation and disposal. Recommendations are made for training of personnel on waste handling and provision of safety gadgets and proper education on waste reduction strategies. This process will ensure a reduction in the quantity of medical waste generated which is more expensive to manage. Key words: Healthcare wastes, health workers, infectious diseases, waste disposal, waste management, hospitals.

INTRODUCTION Port Harcourt as a fast growing capital city of Rivers State, like most developing cities, lack the infrastructural wherewithal; human and financial resources as well as the institutional capacity necessary to effectively manage hospital/medical wastes as part of the general effort to enhance the protection of human life and the general environment from health hazards arising from improper management of hospital hazardous waste. Waste management entails the process of generation, proper *Corresponding author. E-mail: dnogbonna@yahoo.com.

and effective collection, transportation, and disposal of wastes in establishments. Consequently, effective ma- nagement of hospital waste does not only involve the generation/collection and removal of wastes from hospital premises. It also includes the effective and environ- mentally safe manner of disposing the wastes.

Management of healthcare wastes (HCW) should be considered as an integral part of hospital hygiene and infection control. The HCW generated within a healthcare facility should always follow an appropriate and well identified stream from their point of generation until their final disposal. This stream is composed of several steps that include generation, segregation, collection and onsite

 

 

transportation, on-site storage, offsite transportation and finally on or offsite treatment and disposal. The poor segregation, handling and disposal practices of many hospitals, clinics and health centres are likely representatives of practices throughout Nigeria and pose serious health hazards to people living in the vicinity of healthcare institutions. A set of protective measures should also be developed in relation with the handling and treatment/disposal of healthcare waste. It is reported that health care institutions dispose of all wastes to municipal dumpsites without pre-treatment, leading to an unhealthy and hazardous environment around the health institutions, affecting patients, staff and the community (Ferreira and Veiga, 2003; Da Silver et al., 2005; Tudor et al., 2005; Ndidi et al., 2009; Abah and Ohimain, 2011; Ogbonna, 2011). Waste management and treatment options should first protect the healthcare workers and the patients and minimize impacts on the environment.

However, the nature and quantity of healthcare waste generated as well as the institutional practices with regards to sustainable methods of healthcare waste management including waste segregation and waste recycling are poorly examined and documented in our healthcare institutions despite the health risks posed by improper handling of healthcare wastes (Ubani, 2004; Oke, 2008; Farzadika et al., 2009; Adegbita et al., 2010).Contamination of water supply from untreated healthcare waste can also have devastating effects. If infectious stools or bodily fluids are not treated before being disposed of, they can create and extend epidemics, since sewage treatment in Africa is almost nonexistent (Rhodes et al., 2000). For example, the absence of proper sterilization procedures is believed to have increased the severity and size of cholera epidemics in Africa during the last decade.

Carl and Janis (1993) reported that most waste disposal sites are required by law to have environmental pollution prevention and control technologies. Available records on the quantity and nature of HCWs and the management techniques in our institutions, with respect to adequate disposal techniques of these wastes have remained a challenge in many developing countries of the world. However, it is reported that several hundreds of tonnes of HCWs are deposited in open dumpsites untreated alongside non hazardous solid wastes (Alagoz and Kocasay, 2007; Abah and Ohimain, 2010) which now poses health risks to health workers, cleaning staff, patients, visitors, waste collectors, disposal site staff, waste pickers, drug addicts and those who knowingly or unknowingly use “recycled” contaminated syringes and needles. Therefore, hospital wastes should be managed in such a way as to protect the health and safety of the personnel generating or transporting hospital/clinical wastes, the public and all aspects of the environment. This study was undertaken to identify the lapses or gaps associated with the handling of HCWs in our health institutions in Nigeria compared with the international

Ogbonna et al. 157 best practices and current technologies to safeguard the health of the community. MATERIALS AND METHODS Sampling procedure Five hospitals in Port Harcourt metropolis were randomly selected as a representative of the health care institutions in the area. Sampling was conducted for a period of 6 months to determine the effectiveness of hospital waste management practices. The hospitals were grouped into 3 categories namely large, medium and small, and due cognizance of privately and publicly/government owned hospitals were noted. In this study, the University of Port Harcourt Teaching Hospital (UPTH) represents the Teaching hospitals, Braitwaithe Memorial (BMH) hospital is government owned general hospital while St. Patrick Hospital represents a specialist home. Others were multinational company hospitals, such as the Shell Petroleum Development Company (SPDC), Agip and Elf oil companies, which were located variously in their areas of operation for their staff and host communities and finally Orogbun health Center in Ogbunabali, Port-Harcourt was classified for this study as representing primary health centers. The selected hospitals were carefully chosen to ensure geographical spread, and for adequate representation of large, medium, small sized hospitals in the survey. Also within the selected hospitals due cognizance of privately and public owned were noted. The scaling of hospitals to large, medium and small was based on bed space, bed occupancy rate, wards/units, staff strength and patients.

Sampling was carried out for each category and vital information included nature of waste generation and disposal methods for both solid and liquid wastes. Data were obtained by administering questionnaires to hospital staff such as consultants, medical officers, paramedics (matrons, nurses, cleaners, pharmacists), and administrative personnel. The questionnaires were designed in such a way as to enable respondents indicate wastes types generated and disposal methods. The questionnaire was structured to generate data on the following:

1. Various sources of wastes in the hospital 2. Type of waste collected and handled 3. Safety of personnel and personnel handling waste 4. Adequacy of the protective wear provided 5. Current waste handling methods/procedures 6. Transportation, treatment, and waste disposal methods/

procedures. 7. Existing waste management system. 8. Awareness of hospital staff on waste management.

Each of the hospitals was provided with polythene waste bags with which waste generated were collected daily. The next day, the bags were collected, sorted into categories and the weight of various wastes were determined by using a weighing balance. This was done with the assistance of cleaners and nurses who gather all the solid wastes generated per day in a central waste bin from where the wastes were sorted into categories and weighed using the Ohaus Dail Spring Scale. The composition of the wastes from sampled hospital was estimated by sorting into five categories namely:

1. Plastics, PVC and syringes 2. Swabs, pads, gauze and absorbents 3. Paper packages and bottles 4. Sharps/needles 5. Kitchen/food wastes

 

 

158 J. Public Health Epidemiol.

 

2.28

0.95

0.28

y = -1.83ln(x) + 2.263 R² = 0.998

0

0.5

1

1.5

2

2.5

Large Medium Small

Plastics, PVC, and Syringes

Log. (Plastics, PVC, and Syringes)

 

Figure 1a. Relationship between waste type generation and hospital category (Plastic, PVC and syringes weighed in kg). Vertical axis: Hospital Category; Horizontal axis: Quantity of waste type generated.

Calculations of the average quantity of waste per bed per day were then carried out by dividing the quantity of waste by the number of beds in the unit (WHO, 2002; UNEP/WHO, 2005).

Statistical methods were used to analyze the data generated from respondents to the structured questionnaires and direct observation was made on the waste handling at each hospitals. However, simple percentages (%) were converted to arcsines in order to remove the binomial nature of the data. Data collected were tested using analysis of variance. Tables, graphs and other non-parametric descriptive tools were equally used in interpreting the data. RESULTS The results obtained from the study showed that both hazardous and non hazardous wastes are generated by the three category hospitals. The result of the survey using a set of questionnaire revealed that about 5 .53 kg of solid hazardous wastes and 20.4 kg of non-hazardous wastes are generated by the three category hospitals sampled per day. Statistical (natural log) analysis of the hospital waste types and quantity showed a positive linear relationship between and among the three categories of hospitals and the wastes they generate (Figure 1a to e). It is evident from the result that large hospital contributes more to waste of different composition as compared to medium and small size hospitals in the order of large hospital (17.66 kg/day) > medium hospital (7.89 kg/day) > small hospital (2.36 kg/day) (Table 1). Thus the quantity and composition of wastes generated followed a downward trend.

Awareness on keeping record on wastes generated

Record keeping on wastes generated in large hospitals indicated that 58% of hospitals were aware of recording waste streams from their areas of operation while 32% of the hospitals are not aware of record keeping as a management practice (Figure 2a).In the contrary, 51% of medium hospitals are not aware of keeping record of wastes generated in their facilities, whereas 39% of them are aware of keeping records of wastes generated (Figure 2b). It was also observed that a low proportion of 8% are indifferent in record keeping of wastes generated. Amongst the small hospitals, only 10% are aware of keeping record of wastes generated (Figure 2c), the greater proportion of hospitals (84%) are not aware of keeping record of wastes generated in their hospitals. This scenario makes it difficult to track hazardous wastes content in the waste generated in this category of hospitals. It is therefore obvious that awareness on keeping record of wastes generated by small hospitals is low. The two-factor analysis of variance of awareness on keeping record of wastes generated by the three hospital categories shows no significant difference at 0.05 level of significance among the hospitals.

Awareness on waste segregation practice Large hospitals were observed not to use colour-coded bags/bins to segregate and store wastes before disposal.

 

 

Ogbonna et al. 159

 

2.45

1.26

0.14

y = -2.06ln(x) + 2.514

R² = 0.982

0

0.5

1

1.5

2

2.5

3

Large Medium Small

Swabs/Absorbents Log. (Swabs/Absorbents)

 

Figure 1b. Relationship between waste type generation and hospital category (Swabs and absorbents weighed in kg). Vertical axis: Hospital Category Horizontal axis: Quantity of waste type generated.

 

 

3.01

1.61

0.83

y = -1.98ln(x) + 3.004

R² = 0.999

0

0.5

1

1.5

2

2.5

3

3.5

Large Medium Small

Paper packages/Bottles

Log. (Paper packages/Bottles)

 

Figure 1c. Relationship between waste type generation and hospital category (Paper packages and Bottles weighed in kg). Vertical axis: Hospital Category; Horizontal axis: Quantity of waste type generated.

 

This is evident from the larger proportion of respondents (53%) that do not use colour-coded bags to segregate and store wastes. It was also observed that 26% of respondents are aware of the use of color- coded bags/bins, while 21% of respondents are indifferent on the use of color-coded bags/bins in waste management (Figure 3a). Medium hospitals (52%) were observed to show similar respondent pattern as observed with the

large hospitals (Figure 3b). Only 14% of respondents indicated awareness on the use of colour-coded bags/bins for wastes segregation, while 34% of respondents are indifferent on the use of colour- coded bags/bins.

Small hospitals also showed no awareness on the use of colour-coded bags/bins in waste management. Thus the three categories of hospital exhibited obvious low

 

 

160 J. Public Health Epidemiol.

 

0.63

0.42

0.09

y = -0.47ln(x) + 0.661

R² = 0.924

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

Large Medium Small

Sharps

Log. (Sharps)

 

 

Figure 1d. Relationship between waste type generation and hospital category (Sharps weighed in kg). Vertical axis: Hospital Category Horizontal axis: Quantity of waste type generated.

 

 

9.29

3.65

1.02

y = -7.59ln(x) + 9.188

R² = 0.996

0

1

2

3

4

5

6

7

8

9

10

Large Medium Small

Kitchen/Food wastes

Log. (Kitchen/Food wastes)

Figure 1e. Relationship between waste type generation and hospital category (Kitchen and Food weighed in kg). Vertical axis: Hospital Category Horizontal axis: Quantity of waste type generated

 

awareness level in the use of colour- coded bags/bins in waste management (Figure 3c).The analysis of variance of awareness on waste segregation by the three hospital categories shows a significant difference at 0.05 level of significance among the hospitals.

Use of trained personnel in handling waste The use of trained personnel in waste handling varied between the hospitals categories. Greater proportion of hospital waste was handled by trained personnel in the

 

 

Ogbonna et al. 161

Table 1. Average solid daily waste generation rates (kg) from selected hospitals in Port Harcourt metropolis.

Waste description Hospital category

Large Medium Small

Plastics, PVC, and syringes (kg/day) 2.28 0.95 0.28

Swabs/absorbents (kg/day) 2.45 1.26 0.14

Paper packages/bottles (kg/day) 3.01 1.61 0.83

Sharps (kg/day) 0.63 0.42 0.09

Kitchen/food wastes (kg/day) 9.29 3.65 1.02

Total waste stream (kg) 17.66 7.89 2.36

 

0%

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60%

YES NO NO IDEA

% D

is tr

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)

Awareness

Large hospitals

 

 

Figure 2a. Relative awareness by large hospitals on keeping record of wastes generated.

 

 

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YES NO NO IDEA

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Awareness

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Figure 2b. Relative awareness by medium hospitals on keeping record of

wastes generated.

 

 

162 J. Public Health Epidemiol.

 

0%

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YES NO NO IDEA

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Awarness

Small Hospitals

 

 

Figure 2c. Relative awareness by small hospitals on

keeping record of wastes generated.

 

0%

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60%

YES NO NO IDEA

D is

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Awareness

Large hospitals

 

 

Figure 3a. Relative awareness on waste segregation by large hospitals.

large hospitals (Figure 4a). The proportion that felt otherwise (28%) was double fold less than those who are aware (55%). In the medium and small scaled hospitals (Figure 4b and c), the revise pattern was observed. In the same way, the analysis of variance of awareness on the use of trained personnel in waste handling by the three hospital categories shows no significant difference at 0.05 level of significance.

 

Awareness on existing guidelines/legislations on waste management and compliance

The three categories of hospitals showed high level of

 

 

0%

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60%

YES NO NO IDEA

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Awareness

Medium hospitals

 

Figure 3b. Relative awareness on waste segregation by medium hospitals.

 

 

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80%

YES NO NO IDEA

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)

Awareness

Small hospital

 

 

Figure 3c. Relative awareness on waste segregation by small hospitals.

awareness of some existing guidelines/legislations for industrial hazardous and medical wastes handling. Awareness level on the existence of Harmful Wastes Act, Cap 165 LFN 1990, was in the decreasing order of large hospitals greater than the medium hospitals greater than the small hospitals (LH > MH > SH) (Figure 5). The statistical test for awareness level on existing guidelines/ legislations on waste management and compliance among the three category hospitals shows no significant difference, at 0.05 level of significance. Provision of safety gadgets to staff in waste handling It was observed that in large hospitals, safety gadgets

 

 

 

“`

0%

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YES NO NO IDEA

D is

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Awareness

Large hospitals

 

 

Figure 4a. Awareness by large hospitals on the use of trained personnel in waste handling.

 

 

0%

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60%

YES NO NO IDEA

D is

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Awareness

Medium hospitals

 

 

Figure 4b. Relative awareness by medium hospitals on the use of trained personnel in waste handling.

were provided and in the ordering magnitude of hand gloves (48%), coverall (27%), safety boots (12%), with 33% of respondents indicating the provision of all safety gadgets listed for waste handling (Figure 6a). In the medium hospitals (Figure 6b), provision of safety gadgets to staff in waste handling is in the decreasing order of coverall (35%) greater than hand gloves (31%), greater than safety boots (10%), greater than nose mask (0%), and eye goggles (0%). It was observed that nose mask and eye goggles are not used in waste handling by medium hospitals. Small scale hospitals (Figure 6c) also had provision of safety gadgets in the decreasing order of hand gloves (59%), coverall (14%), and nose mask (9%). Small hospitals were also observed to show similar respondent pattern as observed with medium hospitals in

Ogbonna et al. 163 the use of safety boots and eye goggles in waste handling. Generally, results from the three categories of hospital showed that eye goggle as a safety gadget, was not used in waste handling. The statistical test for comparing provision of safety gadgets to staff among the three categories of hospitals show a significant difference in the provision of safety gadgets to staff in the three categories of hospitals.

DISCUSSION A major issue confronting the management of healthcare waste is perhaps the fact that it is generally viewed mainly from an environmental and less from a public health perspective. In Nigeria, liability for any pollution occurring as a result of unauthorized waste management activities rests with the waste generator in accordance with Article 20(1) of Decree No 58/88. The Public Health Act 1958 and various state edicts on environmental sanitation also provide regulation on the management of solid waste, particularly non hazardous, general (municipal) waste. These laws however do not ade- quately address the important aspects of healthcare waste. A mechanism to regulate and enforce sustainable management of wastes generated from healthcare as an Integral part of the existing environmental protection framework should be considered.

The current disposal method of hazardous wastes in the healthcare institutions studied, that is dumping and opens burning within the premises of hospitals poses health risk to patients and people residing close to healthcare facilities (Kuroiwa et al., 2004). The HCW may contain a large proportion of plastics (as recorded in this study), when burnt emits dioxin which is a major air pollutant of concern from chlorinated polymer (WHO, 2004). Improperly disposed hazardous HCW (like syringes and needles in the absence of sterilization) can cause infectious of Hepatitis B, C and HIV (WHO, 2002) and poses indirect risks to humans through direct environmental effects by contaminating soil and ground- water (Abah and Ohimain, 2011). This observation is consistent with several studies (Allsopp et al., 2001; Echegaray et al., 2002; Ndidi et al., 2009 Ogbonna, 2011). This is orchestrated by the fact that when untreated wastes are beaten by rain are washed into the drainages, rivers, streams and other waters thus en- dangering human and aquatic lives (Ogbonna et al., 2007). The concern about hazardous wastes may differ or have similar outcomes. This is because the harmful effects of some wastes may not be obvious while being used and /or before they are discarded. For instance, people could get exposed during a product manufacturing process, transportation, distribution and/ or usage. Most chemicals and cytotoxic drugs are good examples of products that are harmful throughout their lives’ cycle and disposal.

From the results on record keeping on waste generated

 

 

164 J. Public Health Epidemiol.

 

0

10

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30

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50

60

D is

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Yes No No idea Awareness

Small hospitals

 

Figure 4c. Relative awareness by small hospitals on the use of trained personnel in waste handling.

 

 

 

 

0

5

10

15

20

25

30

35

40

A w

a rn

e ss

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Harmful waste act Cap. 165 LFN1990

W aste management R egulations. S.I.15

1991

Pollution abatement

Reg.S.I.9 1991

All of The Above

Regulations/Guidelines on HWM

Large Medium Small

 

Figure 5. Relative awareness on existing guidelines/legislations on waste management and compliance by the different categories of hospitals.

by large, medium and small hospitals, it is not surprising to observe that the awareness is more in large hospitals than in the other category hospitals. It could be part of clients’ requirement as a matter of policy especially for those hospitals doing business with oil and gas industries such as SPDC, Agip and Elf oil companies. These multi- nationals have an organized hospital waste management system that meets international standards. In addition, it may be that large hospitals have waste managers or an organized system of waste handling hence this level of

awareness. It could be deduced that awareness on keeping record of wastes generated is a function of hospital category (LH>MH>SH). Secondly, it could also be as a result of the fact that health care facilities/ institutions have no enforceable legal or environmental obligation to keep record of wastes generated. No matter how it is viewed, this scenario has made it difficult not only to get a good approximation of waste generation data and more difficult to track hazardous wastes components in the waste generated in these hospitals.

 

 

Ogbonna et al. 165

 

0%

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30%

35%

40%

45%

50%

Large (A) Hosp.

U s e o

f s a fe

ty g

a d g e ts

( %

)

Types of safety gadgets

Large Hospitals Handgloves

Safety Boots

Nose Masks

Eye Goggles

Coverall

All of the Above

None of the Above

Large (A) hospital

 

 

Figure 6a. Provision of safety gadgets to staff in waste handling by large hospitals.

 

0%

5%

10%

15%

20%

25%

30%

35%

Medium (B) Hosp.

U s e o

f s a fe

ty g

a d g e ts

( %

)

Types of safety gadgets

Medium hospitals

Handgloves

Safety Boots

Nose Masks

Eye Goggles

Coverall

All of the Above

None of the Above

Medium (B) hospital

 

 

Figure 6b. Provision of safety gadgets to staff in waste handling by medium hospitals.

This assertion lends credence to the assertion of Coker and Sangodoyin (2000) that the management of health facilities is hampered by lack of basic waste generation data. Furthermore, it was observed that tracking of hazardous wastes in hospitals is often complicated by lack of available records on waste generation. It is

therefore suggested that improved management oversight, tracking, and inventory control should be put in place to effectively reduce waste generation. Such data collected by this process can be used to produce a hospital waste bank on which further researches on hospital waste management could hinge upon.

 

 

166 J. Public Health Epidemiol.

 

0%

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U s e o

f s a fe

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Types of safety gadgets

Small hospitals Handgloves

Safety Boots

Nose Masks

Eye Goggles

Coverall

All of the Above

None of the Above

 

Small (C) hospital

 

Figure 6c. Provision of safety gadgets to staff in waste handling by small hospitals.

 

The study on waste segregation showed that the three category hospitals are not aware of waste segregation as a management practice. It was revealed that wastes were hardly segregated into marked or colour-coded con- tainers for the different waste streams as physical visits to various category hospitals confirmed a heterogeneous mixture of wastes in the same waste bin kept at a considerable distance from waste generation source. Non-separation of hospital wastes endangers scavengers and waste handlers in addition to the exposure of wild animals such as birds, flies and rodents that facilitate the spreading of germs from infectious medical wastes to nearby environments. This is confirmed by the findings of the study in Lagos by Olubukola (2009) that HCW management practices is marred by poor waste segre- gation practices as well as lack of instructive posters on waste segregation and disposal of general wastes. Segregation of wastes according to Ndidi et al. (2009) and Abah and Ohimain (2011) would result in a clean solid waste stream which could be easily, safely and cost effectively managed through recycling, composting and land filling. The nature and quantity of HCW generated in these hospitals makes it very imperative to employ waste segregation because of the health risks posed by the improper handling of HCW (Oke, 2008; Farzadika et al., 2009; Abah and Ohimain, 2011; Ogbonna, 2011). This is because the HCW contain materials that may be harmful and can cause ill health to those exposed to it; especially health workers who may be directly exposed and to people near health facilities, particularly children and scavengers who may become exposed to infectious wastes and a higher risk of diseases like hepatitis, HIV/AIDS (WHO, 1999; 2002; Oke, 2008; PATH, 2009;

Coker, 2009; Adegbita et al., 2010). Further reports also indicate that several hundreds of tonnes of HCW are deposited openly in waste dumps alongside non- hazardous solid wastes around surrounding environ- ments without segregation (Alagoz and Kocasay, 2007; Abah and Ohimain, 2010). This practice is characterized by lack of proper education on waste minimization or waste reduction strategies in healthcare institutions. Therefore good segregation practice will ensure a reduction in the quantity medical waste which is more expensive to manage. The absence of waste segregation according to Abah and Ohimain (2011) imply that the estimates of the various waste categories may not be precise; nonetheless it provides a useful guide for the assessment of the different waste streams generated by many of which are hazardous in nature requiring special handling to avoid health consequences.

This study observed inadequate, relevant training of waste handlers on disposal practices and provision of adequate equipment as a problem militating against proper waste management practice in healthcare institu- tions in Port Harcourt. If indeed they were being trained, the exercise did not impact on them skills and knowledge of the recommended measures for proper waste management process. In large hospitals, greater propor- tion of hospital wastes is known to be handled by trained personnel (55%), implying that it could be part of client requirement as a matter of policy especially for those large hospitals doing business with oil and gas industries in Port Harcourt. The fact that oil Companies require retainer clinics to meet up with their HSE standards could be responsible for this practice. In any case, the practice is not good enough which is an indication of the generally

 

 

poor attitude towards hospital waste management in Port Harcourt municipality. The implication of a large proportion of unawareness in medium and small hospital categories is predicated on the fact that these hospitals patronize the waste disposal outfits and therefore has no trained staff on waste management process. On the spot assessment of waste disposal agents in Port Harcourt showed that they treat the wastes they handle as normal domestic wastes and dispose them as such, thus confirming the findings of Fleming et al. (2002) that solid waste workers are exposed to significant levels of physical, chemical and biological toxins. This revelation was further strengthened by the results of the survey of garbage collectors regarding health and safety aspect of their jobs by Rogers et al. (2002), in which it was observed that 75% of the collectors were reported to have being injured in the process. The study also observed that waste disposal agents carry out partial sorting/scavenging during loading of wastes. The findings from the study also shows that training and retraining programmes should be organized for all workers (with no exceptions) in the hospitals, thereby creating awareness of wastes, its effects, importance of guidelines and the implementation of the waste management options for the different categories of waste.

This general perception is contrary to physical observations at some of the hospitals as there is little or no institutional arrangement for the management of hospitals medical wastes in all hospitals studied. This indicates that these hospitals have no specific policy to guide medical waste management. The available guidelines/legislations as corroborated by Coker and Sangodoyin (2000) are broad and focused more on solid wastes especially those covering toxic /industrial hazar- dous wastes. Thus these observations are in agreement with the observation of Louis (2001) that even though Nigeria has waste management regulations, the awareness level among waste generators regarding current or impending environmental legislation is unclear hence firms were not motivated to prevent or reduce waste by regulatory reasons. It is assumed that having been aware of the relevant legislations on wastes, hospitals’ management should follow the appropriate procedure in disposal of these wastes. Contrary to this, the survey showed that health institutions treat their wastes as normal domestic wastes and dump them without appropriate handling procedure. Louis (2001) reported that environmental regulations in Nigeria do not play any important role in encouraging firms to improve their environmental performance or reduce waste. Despite the fact that there is no existing hospital waste policy to guide medical waste handling and disposal, in Nigeria (Coker and Sangodoyin, 2000; Louis, 2001), the individual hospitals do not have any guiding policy on hospital wastes generation, handling and disposal. This observation supports Melanen et al. (2001) and Townend and Cheeseman (2005) position that administrative

Ogbonna et al. 167 instruments are still needed in order to control the use of harmful and dangerous substances and the management of hazardous wastes. Although awareness seems to have increased in the three hospitals as they claimed regarding the need for proper management and disposal of medical waste, it had no impact on the way hospitals handle wastes. One possible reason for this observation could be attributed to the general carefree attitude of Nigerians towards hospital waste management. Another argument could be hinged on the fact that environmental regulations in the country do not play any important role in encouraging hospitals improve their waste manage- ment; reason being lack of political will to enforce the existing regulations/guidelines on general waste management. This tend to agree with the report of Mato and Kaseava (1999) that many countries especially the developed nations have legal provisions with regard to proper management of hazardous wastes unlike developing countries where hazardous wastes are still handled and disposed together with normal domestic wastes thus posing a great health risks to municipal health workers, the public and the environment at large. For instance more than twenty (20) ordinances on waste have been issued in Finland since the National Waste Act came into force in 1994 and also as a requirement from European Union, Finland also has a National Waste management Plan (Melanen et al., 2001). This was not the case in Port Harcourt hospitals which showed that all the different categories of hospitals visited do not follow any procedural guideline in the management of harmful/dangerous/medical wastes as enshrined in the Federal Environmental Protection Agency Decree No 58 of 1988. To say the least decree No 58, of 1988 as amended by Harmful Wastes Act Cap 165 LFN 1990 and Waste Management Regulations S.I.15 1991 are defective as it did not encapsulate any broad policy framework that has direct influence on medical waste management neither did it take cognizance of the fact the scope of medical waste incineration processes should include monitoring of emissions and standards as it is done elsewhere (CDHS,1988; Mato and Kaseava, 1999; Melanen et al., 2001).

With regard to the provision of safety gadgets to staff in handling waste, the result showed that the three category hospitals provide safety gadgets to staff involved in waste handling. It was observed that the use of eye goggles as a safety gadget for waste handling seems not to be required by the various hospitals. It was also observed that Nose mask is not used in waste handling by medium hospitals. It was equally observed from oral interviews of personnel in the various hospitals as well as waste disposal agents’ personnel that on the average, they were merely provided with protective wears such as coveralls, hand gloves and safety boots that do not ensure adequate protection. This observation confirms reports by other workers (Coker et al., 1998, 1999; Fleming et al., 2002; Rogers et al., 2002) that a high

 

 

168 J. Public Health Epidemiol. proportion of waste handlers are highly exposed to the risks associated with medical waste handling. This also confirms Blackman (1993) reported that the health impact of direct and indirect exposure to hazardous wastes includes: Carcinogenic, mutagenic and tetratogenic effects, reproductive systems damage, respiratory effects etc. Fleming et al. (2002) revealed that injuries as well as acute and chronic musculo-skeletal, dermal, and respiratory health effects were well documented among solid waste workers. They lamented that this situation was particularly worsened by gross lack of protective wears in practically all the sampled health facilities. This was further supported by the observations of Mato and Kaseava (1999) that staff in charge of handling medical wastes, usually have no protective gear or sufficient knowledge of potential hazards of the wastes they handle. Conclusion Management of healthcare wastes has become one of the critical concerns in developing countries especially Nigeria. Healthcare waste is dangerous, if handled, treated or disposed off incorrectly can spread diseases, and poison people, livestock, wild animals, plants and ecosystems.

The study identifies inadequate relevant training of waste handlers on disposal practices and provision of adequate equipment as a problem militating against proper waste management practice in healthcare institutions in Port Harcourt. The hospitals do not segregate wastes neither do they keep records of waste generation and disposal. The study further revealed the absence of institutional arrangements for the manage- ment of hospital wastes at all levels. It is therefore recommended that staff training becomes imperative to create awareness on wastes, their effects, importance of existing guidelines and the implementation of the waste management options for the different categories of wastes so that hospitals do not become infections centres that contribute to the damage of both the environment and human health (Ndidi et al., 2009). To achieve this, healthcare institutions must utilize the most practical options to achieve acceptable standards and practices for HCW management using available tech- nologies. The choice of waste treatment technology according to Abah and Ohimain (2011) should be tailored to urban or rural health facility. Waste segregation therefore, should be employed as a critical step to achieve waste minimization, cost reduction and sustainable waste management practice. REFERENCES

Abah SO, Ohimain EI (2010). Assessment of Dumpsite Rehabilitation

Potential using the Integrated Risk Based Approach: A case study of

Eneka, Nigeria. World Appl. Sci J., 8(4): 436-442. Abah SO, Ohimain EI (2011). Healthcare waste management in Nigeria:

A case study. J Public Health Epidemiol., 3(3):99-110. Adegbita MA, Nwafor SO, Afon A, Abegunde AA, Bamise CT (2010).

Assessment of dental waste management in a Nigerian tertiary hospital. Waste Manage. Res., 28: 769-777.

Alagoz BAZ, Kocasoy G (2007). Treatment and disposal alternatives for healthcare wastes in developing countries-A case study in Isanbul, Turkey. Waste Manage. Res., 25: 83-89

Allsopp M, Costner P, Johnson P (2001). Incineration and human health. Uk: Greenpeace Research Laboratories, University of Exeter.

Blackman WL Jr. (1993). Basic Hazardous Management. Boca Raton, FL: Lewis.

CDHS (1988) California Department of Health Services. Carl B, Janis B (1993). Improving municipal solid waste management in

the Third World Countries: J. Resour. Conserv. Recycling 8: pp. 16- 30.

Coker AO, Sangodoyin AY and Ogunlowo OO (1998). Managing hospital wastes in Nigeria; Proceedings of the 24

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72. Coker AO, Sikiru KA, Svidhar MKL, Sangodoyin AY (1999).

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th WEDC conference, Addis Ababa, Ethiopia,

pp. 331 – 334. Coker AO, Sangodoyin AY (2000). Management of Urban Hospitals

Wastes in Ibadan, Nigeria. Available at http://sunsite.wits.Ac.za/urbanfutures/papers/cokerhtmpit. Master Plan (1975).

Coker AO (2009). Medical waste management in Ibadan, Nigeria: Obstacles and Prospects. February 2009. Waste Manage. 29(2): 804-81

Da Silva CE, Hoppe AE,Ravanello MM, Melo N (2005). Medical waste management in the south of Brazil. Waste Manage., 25: 600-605

Echegaray M, Rodriguez, RA, Udaquiola SM,Hektor K (2002). Heavy metals in the ash fraction of medical waste incineration. Ingenieria Quim., 21: 12-17

Farzadika M, Moradi A, Mohammadi MS (2009).Hospital Waste management status in Iran: A case study in the teaching hospitals in Iran University of Medical Sciences. Waste Manage. Res., 27: 384- 389

Ferreira AP, Veiga MM (2003). Hospital waste operational procedures: A case study in Brazil. Waste Manage. Res., 21: 377-382

Fleming LE, Danits M, Bean JA, Englehardt J, An J, John N, Rogers J (2002). Solid waste workers: Occupational exposures and health. The J. Solid Waste Technol. Manage. 28(2): 1-10

Kuroiwa C, Suzuki A, Yamaji Y, Miyoshi M (2004). Hidden reality on the introduction of auto-disable syringes in developing countries. Southeast Asian J. Trop. Public Health, 35: 10-23

Louis O (2001). An Assessment of Industrial Waste Minimization Practices in Nigeria. A case study of selected Industries in Lagos. Unpublished MBA Thesis, Federal University of Technology, Akure.

Mato RR, Kaseva ME (1999). Critical review of industrial medical waste practices in Dar es Salaam City: J. Res. Conserv. Recycling. 25: 271- 287.

Melanen M, Kautto P, Saarikoski H, Ilomaki, M, Yli-Kauppila H (2001). Finish waste policy- effects and effectiveness. J. Res. Conserv. Recycling. 27: 1-15

Ndidi N, Ochekpe N, Odumosu P, John SA (2009). Waste management in healthcare establishments within Jos Metropolis, Nigeria. Afri. J. Environ. Sci. Technol., 3(12): 459-465

Ogbonna DN, Amangabara GT, Ekere TO (2007). Urban solid waste generation in Port Harcourt metropolis and its implications for waste management. Manage. Environ. Qual.: An Inter. J. 18(1): 71-88

Ogbonna DN (2011).Characteristics and waste management practices of medical wastes in healthcare institutions in Port Harcourt, Nigeria. J. Soil Sci. Environ. Manage. 2(5) :132-141

Oke IA (2008). Management of immunization solid wastes in Kano state, Nigeria. Waste Manage., 28: 2512-2521

Olubukola BO (2009). Comparative Analysis of Health Care Waste Management Practice in Two General Hospitals in Nigeria. Available at http://www.eco-web.com/edi/index.htm.

 

 

PATH (2009). Achieving effective sharps waste management in GAVI

host countries, A proposed approach with estimates of cost 2006. Available at http://.www.Path.org/files/TS_ach_eff_swm.pdf. Accessed 27th July 2009.

Rhodes G, Huy G, Swings J, McGann P, Hiney M, Smith P, Pickup WR (2000). Distribution of oxytetracycline resistance plasmids between Aeromonads in hospital and aquaculture environments: Implications of Tn172 in dissemination of the tetracycline resistance determinant Tet A. Appl. Environ. Microbiol. 66(9): 3883-3890.

Rogers J, Englehardt J, An H, Fleming L (2002). Solid waste collection health and safety risks: Survey of municipal solid waste collectors. J. Solid Waste Technol. Manage. 28(3):13-26.

Townend WK, Cheeseman CR (2005). Guidelines for the evaluation and assessment of the sustainable use of resources and of wastes

management at healthcare facilities. Waste Manage. Res., 23: 398- 408.

Tudor TL, Noonan CL, Jenkin LET (2005). Healthcare waste management: A case study from the Comwall NHS, UK. Waste Manage., 25: 606-615.

Ubani NJ (2004). Assessment of hospital waste management in Port Harcourt metropolis. M. Phil Thesis, Environmental Management, Rivers State University of Science &Technology Port Harcourt, Nigeria.

United Nations Environment Program (UNEP)/SBC and World Health Organization (2005). Preparation of national healthcare waste management plans in subsaharan countries – Guidance Manual. WHO document production services, Geneva, Switzerland.

 

 

Ogbonna et al. 169 World Health Organization (1999). Unsafe injection practices and

transmission of blood borne pathogens. Bull. World Health Org. 77: 787-819

World Health Organization (2002).Wastes from healthcare activities. Fact sheet no 231, April 2002, Available at http://www.who.int/mediacentre/factsheets/fs231/en. Accessed 12 September, 2009.

World Health Organization (2004). Safe Healthcare Waste Management, Policy paper, Fact sheet. Geneva. Available at http//www.who.int/entity/immunization_safety/publications/waste_ma nagement/en/HCWM_policy_paper_E.pdf Accessed12 September 2009.

 

 

 

 
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El Nino And La Nina

El Nino And La Nina

El Nino And La Nina

1) What months and/or seasons do we typically experience the effects of El Nino and La Nina? (0.75 pt)

El Niño and La Niña events typically affect weather patterns globally, albeit in different ways. Here’s a general outline of when these effects are commonly felt:

El Niño:

    • El Niño events typically develop during the late fall or winter in the Northern Hemisphere (October to December) and peak during the winter months (December to February).
    • Effects of El Niño can persist into the early spring months of the following year.

La Niña:

    • La Niña events also typically develop during the late fall or winter in the Northern Hemisphere.
    • They can peak during the winter months (December to February) but may persist into the spring.
    • La Niña events can sometimes follow El Niño events, though not always immediately.

2) What are the predicted chances (according to scientists) that we will experience the effects of El Nino and/or La Nina from this point forward and for the next several months?  Have we experienced El Nino and/or La Nina effects in the recent past (within one year)? (0.75 pt)

3) Describe and contrast the basic conditions of the Pacific Ocean, and what basically causes these conditions, that lead to El Nino and La Nina events. (2 pts)

Basic Conditions of the Pacific Ocean

Normal Conditions (Neutral ENSO):

Under normal conditions, trade winds blow from east to west across the tropical Pacific, pushing warm surface waters towards the western Pacific (near Indonesia and Australia).

This results in cooler waters upwelling along the western coast of South America (Peru and Ecuador), creating a temperature gradient across the equatorial Pacific Ocean.

El Niño Conditions:

During an El Niño event, there is a weakening or reversal of the trade winds.

This weakening reduces the upwelling of cold water along the South American coast and allows the warm surface waters accumulated in the western Pacific to flow eastward towards the central and eastern Pacific.

As a result, sea surface temperatures (SSTs) become significantly warmer than average in the central and eastern Pacific, particularly near the coast of South America.

This change in SST patterns alters atmospheric circulation patterns globally, impacting weather and climate in various regions.

La Niña Conditions:

In contrast, during a La Niña event, the trade winds strengthen, enhancing the normal pattern.

This intensification increases the upwelling of cold water along the South American coast, leading to cooler than average SSTs in the central and eastern Pacific.

La Niña events are characterized by cooler waters in the central and eastern Pacific, which also affect global atmospheric circulation patterns but in different ways compared to El Niño.

Causes of El Niño and La Niña Events

Ocean-Atmosphere Coupling: The interactions between the ocean and the atmosphere in the tropical Pacific are crucial for the development of El Niño and La Niña. Changes in sea surface temperatures influence atmospheric circulation, which in turn affects ocean currents and temperatures.

Southern Oscillation: The atmospheric component of ENSO, known as the Southern Oscillation, involves changes in atmospheric pressure patterns over the tropical Pacific. During El Niño, the Southern Oscillation Index (SOI) tends to be negative, indicating a weakening of the normal east-west pressure gradient. During La Niña, the SOI tends to be positive, indicating a strengthening of this gradient.

Triggering Mechanisms: The initial triggers for El Niño or La Niña events can vary, but they often involve interactions between oceanic and atmospheric conditions. These triggers can include changes in sea surface temperature patterns, shifts in wind patterns, or changes in the distribution of warm and cold water masses in the Pacific Ocean.

El Niño and La Niña events are fundamentally driven by changes in sea surface temperatures and atmospheric pressure patterns in the tropical Pacific Ocean. These changes disrupt normal climate patterns globally, influencing weather phenomena such as rainfall patterns, droughts, and temperature anomalies in different regions around the world.

4) What are the basic weather/climatic effects both El Nino and La Nina may cause across the United States?  Address each basic region of the U.S. (the NW, SW, MW, NE, and SE). (2 pts)

5) List at least two sources of information/references you used to research your answers.  Be sure to properly cite the references as per MLA or APA guidelines for purposes of clarity. (0.5 pts)

References

https://oceanservice.noaa.gov/facts/ninonina.html#:~:text=El%20Ni%C3%B1o%20and%20La%20Ni%C3%B1a%20are%20climate%20patterns%20in%20the,that%20can%20affect%20weather%20worldwide.&text=Warmer%20or%20colder%20than%20average,to%20see%20how%20this%20works.

https://www.climate.gov/enso

 
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Accident Information Write Up

PART 1

Your boss has asked you to review the accident information for the CSU Widget Factory. The information he sent you is provided   here  .

Using the provided CSU Widget Factory OSHA 300A log, calculate the total recordable incidence rate (TRIR), the days away, restricted, or transferred (DART) rate, the lost workday injury and illness rate (LWDII), and the severity rate (SR). Be sure to show your calculations in a Word document.

PART 2

Using the   CSU Widget Factory OSHA 300A log (from Part I)  , distinguish some of the leading indicators that you would use if examining the CSU Widget Factory Safety Management System. Prepare a summary of your findings, including any suggestions for improvement.

PART 3

Your boss wants more information on one of the accidents listed on the CSU Widget Factory OSHA 300 log. He has sent you the OSHA Form 301, Injury and Illness Incident Report, for the accident involving William Smith (available   here  ). Mr. Smith’s supervisor filled out the form, but it only includes basic information. To prepare to conduct a more thorough investigation, do the following:

· Develop a list of five questions to ask Mr. Smith’s supervisor about the circumstances surrounding the incident. Explain the importance of each question you create.

· Select two theories of accident causation, and explain how you would use them to help in the accident investigation.

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

 
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Appropriate Hazardous Waste Treatment Technologies

Selecting the Appropriate Hazardous Waste Treatment Technologies

This assignment will give you an understanding of the unit operations and technologies available that can be employed in treating the different forms of hazardous wastes. Each waste profile needs to be evaluated against the advantages and disadvantages of different technologies to make the right selection.

Summarize the different thermal oxidation technologies that can be used to treat different types of hazardous waste streams. List in a table the advantages and disadvantages of each technology for the following:

· toxic vapors that are collected in a manifold and discharged into a thermal oxidizer,

· a waste stream comprised of methylene chloride and a mixture of alcohols that were used to remove impurities and by-products from the manufacturing process, and

· a thick still bottoms slurry left over from a separation process.

If contaminated soil was required to be incinerated, which device would you recommend, and why?

Give your reasons for not selecting the other incineration devices.

Your essay must be a minimum of three pages, not counting title page and references page. Be sure to include an introduction.

You must include your textbook and at least two additional resources, preferably from the CSU Online Library or outside sources such as the Environmental Protection Agency. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA style.

 
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DiscussResposne

1st Discussion

SCENARIO 1: Michael dropped a beaker of a hazardous liquid on the laboratory floor and toxic fumes immediately began emanating from the liquid. Nico, the laboratory manager yelled at Michael, using profanity and called him derogatory names.

STEP 2:

Key Concept: Standard Operating Procedures (SOPs)

Standard Operating Procedures provide detailed instructions on how to carry out tasks around the lab. The purpose of SOPs is to achieve standardization and quality performance.

Standard Operating Procedures were obviously not utilized in this scenario. As soon as a safety mishap occurs, the natural reaction should be to follow one’s training for hazardous spills or find guidance on how to deal with it. Instead, the laboratory manager decides to yell at Michael. This reaction makes the hazardous situation worse as the fumes are still emanating. The SOP should have been followed to deal with the mishap.

Key Concept: Direct Costs

Direct Costs are the money that is used to pay for salaries, employee benefits, equipment, and consumable supplies.

Michael has dropped a beaker on the floor and created a hazardous spill. The beaker which is most likely broken will have to be replaced. The spill will have to be cleaned up with a spill kit of some sort. To replace these items they’ll be direct costs as these are consumable supplies.

Key Concept: Laboratory information management system (LIMS)

Laboratory information management system (LIMS) is software that allows for tracking supplies to order, providing the location of materials, access to safety information, and tracking the progress of samples.

The laboratory information management system (LIMS) would be a good place to look for safety information on what to do after spilling a hazardous material. It will also help with ordering the items they need to replace after the spill.

Part 3:

The three concepts can all be related to each other by the concept of Standard Operating Procedures. If Scenario 1 had an SOP, they would have known how to deal quickly and safely with the hazardous spill. The SOP most likely would have referred them to the concept of Laboratory information management system (LIMS). This software would let them access the safety data sheets to safely clean up the spill or administer first aid if needed. Once the hazard was taken care of, they could have used LIMS to identify the direct costs that would need to be purchased to replace the consumable supplies that were used.

Response 1:

 

 

 

 

2nd Discussion

 

Week 1 Discussion

NSCI 3017380 Laboratory Management and Safety

Step 1:

SCENARIO 5: Harper, a laboratory manager at Symbronic Technologies Inc,  checks on the progress for lab technician Laurie weekly and on the progress for lab technician David bi-weekly. Both Laurie and David had been collecting quality data and meeting their deadlines for more than two years.

Step 2:

For the purpose of this discussion Scenario 5 has been chosen and these are the 3 concepts that I have chosen to use to exlpain and describe their relevance in regards to Scenario 5. The 3 concepts are listed below.

1.SMART

2.Laboratory information management system (LIMS) software

3.Budget Management

Harper is the laboratory manager or the lead scientists who is responsible for checking on the status and progress of lab technician Laurie, once a week and also on the progress and status of lab technician David biweekly week. Since these three individuals have been working together for the past 2 years it looks like there are systems in place and dates and times that Harper has established for her weekly and biweekly touch bases with Laurie and David respectively. There are many concepts and tools and techniques that Harper can use to manage her lab technicians one of them is the SMART goal developed by George Doran, Arthur Miller and James Cunningham from their 1981 article titled, “There’s a S.M.A.R.T. way to write management goals and objectives”.

The word SMART in SMART goals stands for Specific, Measurable, Attainable, Realistic and Timely. Using the SMART goals method Harper would be able to create a chart or a check off list which is individually customized and crafted for Laurie and David so that their individual statistics can have a time stamp for monitoring data and also allow Harper to collect the unique and specific data that Laurie and David are individually responsible for. To help better explain how Harper can use this type of goal monitoring system let us establish a very basic and simple experimental setting. Lets say Laurie is collecting data on adult, male lab mice that are 1 year old and have been exposed to the COVID -19 virus at a 5% concentration into their blood stream. Like wise David is collecting data on adult, male lab mice that are 1 year old and have been exposed to the COVID-19 virus at a 10% concentration through their blood stream. Beside the different concentrations of the virus that the lab mice have been introduced to every other aspect of the clinical setting and study for these mice is identical for both Laurie and Davids mice.

Let’s explain each step of the SMART goal system to collected data.

Specific- Specifically Laurie and David are collection data on the lab mice exposed to COVID-19 virus. Harper should have two separate sheets for each lab tech and mention under the letter S or Specific is there is a change in any of the lab settings or not.

Measurable – Laurie and David should be collecting data on how the virus is affecting their own samples of mice exposed to different concentrations of the virus. Harper should maintain a separate sheet for both Laurie and David to monitor their progress or use software that allows Harper to organize all the data collected by Laurie and David is an organized and scientific manner.

Attainable- Harper can monitor if Laurie and David have attained their goal of the study that they are both monitoring and documenting. The goal that Harper is trying to attain from her lab technicians is whether the mice are showing symptoms of the virus at a slower or higher rate depending on the concentration of virus in each mice population.

Realistic – Harper has to ensure that she has set up specific, measurable and attainable expectations that are realistic and reasonable to the clinical study being conducted by Laurie and David.

Timely – Lastly Harper would have to set a timeline for the results of this study by Laurie and David. Harper should organize her schedule so that she has enough, uninterrupted time dedicated to her touch bases with Laurie and David. These timely touch bases, weekly for Laurie and biweekly for David,  will help hold Laurie and David accountable for their clinical budget spending, if the data being collected is showing a pattern or not and if the data collected is relevant to the clinical study being conducted. Setting an end date for the clinical study is crucial and essential because clinical resources and manpower is not wasted on redundant data and the funding grants that are usually paid for by the tax payer are not wasted. Laurie and David have been time conscience and have been consistently submitting their work on time so by continuing to follow the SMART goal plan and having weekly and biweekly touch bases with Laurie and David respectively seem to be benefitting them.

Laboratory information management system (LIMS) software:

Laboratory information management systems software is specifically designed for labs, clinical studies, any type of research in any type of industry, for instance Biotechnology, Pharmaceutical, medical and literally any other research field. There are many companies that offer their version of different charts, tables and data collecting formats that allow researchers and scientists to choose which worksheet will allow them to collect all the pertinent data needed from the clinical study to determine next steps in the clinical study. Harper would’ve to have a clear understanding of what Laurie and David are studying in their clinical settings. This is where Harper would have her touch bases with each lab tech and go over what the expectation and the budget is and collaborate to see which LIMS software is being used and if it is the most efficient and detailed software that is needed for the study. Companies like Thermofisher and Ovation have many different data collecting platforms and worksheets that are customizable and even better these companies have phone numbers to call to get further assistance.

Budget Management:

Being lab manager Harper has to keep a close eye on her lab’s spending and depending on her management style she might allow her lab techs to order their own supplies within budget or Harper might have her lab techs submit a request for lab equipment or supplies and if the request is reasonable and within budget Harper can order what was requested. Harper would benefit from using some sort of budget monitoring software of tracker sheet or if she is more of a pen and paper type of manager then Harper would need to generate or create a worksheet that contains all the the categories that Harper would need to monitor. Daily monitoring of her lab spending is crucial to keep track off so that she does not over or underspend and is able to provide for her staff within reason. A lot of the funding that Harper is using for salaries, lab equipment and supplies are through grants that are usually tax payer funded and so Harper will be held at a very high accountable if there is any mismanage of the funds and so will Laurie and David is they are not using their lab resources efficiently and adequately. Mismanagement of funds might lead to the termination of jobs and clinical studies and experiments that otherwise could have been helpful.

Step 3:

Summary

If Harper uses the SMART goal method she will be able to have structure and cohesiveness to her touch bases with the lab techs and be able to set expectation and hold her lab techs accountable for their part in the clinical study. By using LIMS Harper will be able to collect and organize all the pivotal data that her lab techs deliver to her so that she can run analysis to determine if the clinical study or experiment is viable and reliable. The organization of the data will also allow Harper to see the experiment from a bird’s eye view which also allows Harper to encourage or discourage any behaviors or mannerisms from the lab techs that could enhance or debilitate the experiment respectively. With the data collected from the SMART goal and LIMS allows Harper to analyze and scrutinize if the budget is being used in the most efficient manner and to be able to take progressive and necessary action in a timely style.

Sources

George Doran, Arthur Miller and James Cunningham. (1981, November). “There’s a S.M.A.R.T. way to write management goals and objectives” . (No. 1). https://cce.bard.edu/files/Setting-Goals.pdf

 

Response 2:

 
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Discussion 1: Climate Change: A Hot Topic

While not a scientifically controversial issue, climate change, caused primarily by human activities, is a politically controversial issue. In this course, you are learning the science behind climate change. With this knowledge, you can help others understand its causes, symptoms, and impacts. With this knowledge, current and future generations can come up with solutions to mitigate and adapt to a changing climate.

Please discuss the following questions.  Discuss fully with examples and detail – a one or two sentence response does not meet the expectations of the assignment (or any assignment). Remember to use good grammar and spelling and that plagiarism will get you a zero. Show the links to all your  sources and they must be reputable sources (e.g., .edu or .gov or similar).

(1) Fully define the greenhouse effect. How/why does it determine Earth’s climate?

(2) Do you agree that human activities are impacting the carbon cycle? What are they? Give examples or evidence to agree with or refute this idea.

(3) Before taking this class, did you understand or “believe” that human-induced climate change is occurring? Explain why or why not.

(4) How would you engage in a discussion with a climate change skeptic? If you remain one, explain your position to the class. What specific evidence would you present?

(5) Explain at least three impacts of climate change and why each should be a concern for any individual and for future generations.

(6) Discuss at least two things that humans can do to mitigate or adapt to a changing climate.

(7) Do businesses, politicians, or government officials have a vested interest in working to lower carbon emissions to lessen the severity of the impacts of a changing climate? Explain your answer

Reminder: a thoughtful reply to another student is required for all discussions. Three points are allotted to this!

 
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Politics, Science, And Technology Worksheet

Take no more than three sentences to answer the following questions (15 pts):

 

·         What is the primary Freudian influence in reading Figure 33.2?

 

 

·         Describe the difference between expressionism and abstract expressionism.

 

 

·         Explain how Dada might be reflective of the change in society as a result of science opposed to psychology.

 

 

·         What is one primary similarity and one primary difference between the dance of Martha Graham and Merce Cunningham?

 

 

·         Review Figure 33.2. Provide three attributes of the painting that reflect the expressionist movement.

 

Essay question – answer the following question in no more than 525 words (5 pts). Use proper APA citations.

 

·         What are the similarities and differences of readings 33.2 and 33.3? Cite specific examples from each to support your answer.

 

Reading-https://phoenix.vitalsource.com/#/books/9781308675619/cfi/4!/4/4@0.00:0.00

 

 

Politics, Science, and Technology Worksheet

 

Take no more than three sentences to answer the following questions (15 pts):

 

·         Read reading 38.3. How does the author use religious imagery to stress the importance of stewardship of nature?

 

 

·         What are three ways an environmental focus has manifested itself in architecture?

 

 

·         What conflicts are being represented in Figure 38.6?

 

 

·         What is a significant impact of computers on the visual arts?

 

 

·         How has globalism impacted music?

 

 

Essay question – answer the following question in no more than 350 words (5 pts). Use proper APA citations.

 

·         Read reading 38.5. How does each of these poets deal with history, memory, and hope?

 

Reading-

https://phoenix.vitalsource.com/#/books/9781308675619/cfi/55!/4/2@100:0.00Politics, Science, and Technology Worksheet

 
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Construction SafetyUnit VI Assignment – Caught-In Or -Between Hazards

Construction Safety Unit VI Assignment – Caught-In or -Between Hazards

Student Name:

Date:

Instructions:

Each of the following slides contains a construction site photo that depicts one or more caught-in or -between hazards.

Examine each photo and answer the questions in the notes section of each slide. Make sure to also move the red arrow (provided in the bottom left corner of each slide) to point toward the location of the hazard.

Save the completed presentation and upload it into Blackboard.

Be sure to put your name at the top of this first slide!

 

1

 

Figure 1

(Indian River State College, n.d.-c)

Identify and describe the caught-in or -between hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

 

2

Figure 2

(Indian River State College, n.d.-b)

 

 

Identify and describe the caught-in or -between hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

3

Figure 3

(Indian River State College, n.d.-c)

1

2

Identify and describe the caught-in or -between hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

4

Figure 4

(Occupational Safety & Health Administration, n.d.=d)

 

Identify and describe the caught-in or -between hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

5

Figure 5

(Indian River State College, n.d.-e)

 

Identify and describe the caught-in or -between hazard in this photo. Move the arrows over the photo to indicate the locations of the hazard.

 

What OSHA construction standard(s) could be cited?

 

What would you recommend to correct the hazard?

 

6

References

Indian River State College. (n.d.-a). Figure 1 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/caught/caught_iorb_hazrec.ppt

 

Indian River State College. (n.d.-b). Figure 2 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/caught/caught_iorb_hazrec.ppt

 

Indian River State College. (n.d.-c). Figure 3 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/caught/caught_iorb_hazrec.ppt

 

Indian River State College. (n.d.-d). Figure 5 [Image]. From Recognize any hazard(s)? [PowerPoint presentation]. Retrieved from https://www.osha.gov/dte/outreach/construction/focus_four/caught/caught_iorb_hazrec.ppt

 

Occupational Safety & Health Administration. (n.d.). Figure 4 [Image]. Retrieved from http://www.msabc.net/safety%20programs/osha%20poto%20archive/html/excavation_pg1.html

 

7

 
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Unit VI Scholarly Activity

MEE 6201, Advanced Pollution Prevention 1

 

Course Description An in-depth study of advanced pollution prevention practices with the preparation of a pollution prevention management plan. Emphasizes methodologies that achieve environmental compliance through less expensive pollution control methods.

Course Textbook Ashby, M. F. (2013). Materials and the environment: Eco-informed material choice (2nd ed.). Waltham, MA: Butterworth-

Heinemann.

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

1. Describe federal laws related to pollution prevention. 2. Conduct life cycle analyses. 3. Explain pollution prevention audits. 4. Evaluate economics of pollution prevention strategies. 5. Examine impact of corporate philosophy on pollution prevention. 6. Describe pollution prevention strategies for various industries. 7. Identify best available technologies for various industries. 8. Evaluate the impact of pollution prevention on ecosystems and biological communities.

 

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

Course Structure

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

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

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. 5. Suggested Reading: Suggested Readings are listed in Units I-VI and Unit VIII study guides. Students are

encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.

6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

MEE 6201, Advanced Pollution Prevention Course Syllabus

 

 

MEE 6201, Advanced Pollution Prevention 2

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

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

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments Unit I Scholarly Activity Select two out of the three writing prompts listed below. Your responses to your two chosen prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page. Writing Prompts (respond to two only):

1. Explain the origin of the federal Pollution Prevention Act, including the year it was passed, events leading to its passage, politics leading up to its passage, by how wide of a vote it was passed, and which president signed it. Please use the CSU Online Library, the Internet, the textbook, and/or other resources to respond. Please cite and reference all sources used.

2. In Chapters 1 and 2 of the course textbook, Ashby (2013) discusses materials and energy. After studying the

chapters, select four items total (materials and/or energy) where minimal cost pollution prevention efforts can provide the most gain in environmental benefit. Also, discuss which of the laws listed in the Unit I Lesson apply to your selections.

3. Address one of the five principles described on page 102 of the textbook. In your essay, include the date that the

principle was initiated, events that led to the creation of the principle, the purpose of the principle, your thoughts about the usefulness of the principle, and any recent developments that occurred as a result of the principle.

You are required to use at least your textbook as source material for both of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Scholarly Activity Select two out of the three writing prompts listed below. Your responses to your two chosen prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page. Writing Prompts (respond to two only):

1. Using the life cycle concepts discussed in Chapter 3, select a product, and describe its life cycle.

 

 

MEE 6201, Advanced Pollution Prevention 3

2. Imagine that you broke a compact disk (CD) that had music on it. Please respond to the following questions in paragraph form:

 

 How do you typically dispose of a broken CD?

 Does your community have a means of recycling CDs?

 Considering Figure 4.2 in the textbook, what infrastructure would be needed in your community in order to have the best end of life option, which is reuse? If reuse is not possible, discuss re-engineering, recycling, or combustion as options instead of disposal in a landfill.

 Research the materials that are in a CD. Considering Table 4.1, is recycling a possibility?

3. Imagine that you have a smart phone that has been crushed and is no longer usable. Please respond to the following questions in paragraph form:

 

 How would you typically dispose of a broken smart phone?

 Does your community have a means of recycling smart phones?

 Considering Figure 4.2 in the textbook, what infrastructure would be needed in your community in order to have the best end of life option, which is reuse? If reuse is not possible, discuss re-engineering, recycling, combustion as options instead of disposal in a landfill.

 Research the materials that are in a smart phone. Considering Table 4.1, is recycling a possibility? You are required to use at least your textbook as source material for both of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Case Study Select one of the products described in the eco-audit case study in Chapter 8 of your textbook (e.g., cups, grocery bags, electric kettle). Using the data in the textbook from the eco-audit, additional data from Chapter 15 (as necessary), and any additional resources that you find helpful, prepare a pollution prevention audit for the product that you have selected. Base your P2 audit on the steps shown in the Unit III Lesson. You do not need to use all of the P2 audit steps shown in the Unit III Lesson, but use at least three major steps from each phase (a major step being Step 5 rather than Step 5.1). Since you will not be using all of the steps shown in the Unit Lesson, you may re-number them if you wish so that your audit proceeds sequentially without skipping numbers. Your audit should include an introductory paragraph explaining both the purpose of a P2 audit and the reasons for including the steps that you have selected. Your case study must be at least two full pages in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. All references and citations used must be in APA style. The introduction should be formatted in paragraph form, and the steps can be formatted as a list. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Scholarly Activity Address all three of the following writing prompts. Your responses to your three chosen prompts should be at least 350 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page. Writing Prompts (respond to all three):

1. Review the Reading Assignment titled as “Pollution Prevention Practices in Oregon’s Electronics Industry” by Harding and Jones. In your review, include:

 

 an overview of the article,

 benefits of using pollution prevention in the electronics industry,

 specific process modifications discussed in the article,

 

 

MEE 6201, Advanced Pollution Prevention 4

 chemical substitutions mentioned in the article,

 economics of making the suggested changes, and

 reasons companies might not embrace pollution prevention.

2. Review the Reading Assignment titled as “Optimal Deployment of Emissions Reduction Technologies for Construction Equipment” by Barl, Zietsman, Quadrifoglio, and Farzaneh. In your review:

 

 Write an overview of the article.

 Describe hydrogen enrichment (HE), selective catalytic reduction (SCR), and fuel additive (FA) technologies.

 Describe the advantages and disadvantages of HE, SCR, and FA, including a discussion of costs.

 Does the computer model do a satisfactory job of determining the best technology? Explain.

 What would be your recommendations as far as which technology (HE, SCR, and/or FA) should be used, or should none be used?

3. Review the Reading Assignment titled as “Flue Gas Desulfurization: The State of the Art” by Srivastava and

Jozewicz. In your review:

 Write an overview of the article.

 Describe flue gas desulfurization (FGD) at coal-fired power plants and why it is used.

 Explain the details of one once-through process and one regenerable process.

 Summarize the section titled “The MEL [magnesium enhanced slurry] Cost Model.”

 Discuss how the article is useful to a pollution prevention manager.

 Conduct an Internet search to explain the concept of Best Available Technology (BAT) and whether any of the FGD processes described in the article are considered BATs.

You are required to use at least your textbook as source material for all of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Essay Please write an essay about pollution prevention in the dry cleaning and hydraulic fracturing industries. Include the following items:

1. one-paragraph introduction; 2. five-paragraph review of the Sinshelmer, Grout, Namkoong, Gottlieb, and Latif (2007) dry cleaning article,

including an explanation of the common dry cleaning process using perchloroethylene (PCE), problems with PCE, and a review of options to PCE presented in the paper;

3. five-paragraph review (total—not five paragraphs for each article) of the Heywood (2012) article and the Chen, Al- Wadei, Kennedy, and Terry (2014) article on hydraulic fracturing, including environmental issues with hydraulic fracturing and the P2 solutions presented in each of the two articles (include the use of liquid carbon dioxide);

4. five-paragraph review of the Taylor, Carbonell, and Desimone (2010) article on using liquid carbon dioxide for P2, focusing on how liquid carbon dioxide can be used as a substitute in the dry cleaning industry and in the hydraulic fracturing industry; and a

5. two-paragraph summary to include your overall thoughts about P2 in the dry cleaning and hydraulic fracturing industries, and specifically whether liquid carbon dioxide is a reasonable, cost-effective, and environmentally- friendly alternative to traditional methods.

In order to access the resources below, you must first log into the myCSU Student Portal and access the Academic Search Complete database within the CSU Online Library. Use at least the following references: Chen, J., Al-Wadei, M. H., Kennedy, C. M., & Terry, P. D. (2014). Hydraulic fracturing: Paving the way for a sustainable

future? Journal of Environmental and Public Health, 1-10. Heywood, P. (2012, April). Fracking safer and greener? TCE: The Chemical Engineer, 850, 42-45.

 

 

MEE 6201, Advanced Pollution Prevention 5

Sinshelmer, P., Grout, C., Namkoong, A., Gottlieb, R., & Latif, A. (2007). The viability of professional wet cleaning as a pollution prevention alternative to perchloroethylene dry cleaning. Air and Waste Management Association, 57, 172-178.

Taylor, D. K., Carbonell, R., & Desimone, J. M. (2010). Opportunities for pollution prevention and energy efficiency

enabled by the carbon dioxide technology platform. Annual Review of Energy and the Environment, 25(1), 115-148.

Your paper must be at least three full pages in length, not including the title page and reference page. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. All references and citations used must be in APA style. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VI Scholarly Activity Address both of the following writing prompts. Your responses to both of your chosen prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page. Writing Prompts (respond to both):

1. Review the Reading Assignment titled as “The Greening of a Pulp and Paper Mill” by Hill, Saviello, and Groves. In your review, describe:

 the history of the Androscoggin Mill, including when it was built, the strike, number of employees, and amount of paper produced,

 the kraft pulping process,

 pollution problems prior to 1990,

 P2 methods implemented after 1990, best available technologies, and economics, and

 key actions by the 1990s management team that changed the mill from an environmental problem to an environmental success.

2. Review the Reading Assignment titled as “Greenhouse Gas Emissions Reduction Opportunities for Concrete

Pavements” by Santero, Loojos, and Ochsendorf. In your review, describe:

 greenhouse gas production from construction and operation of pavements,

 how each of the following reduces greenhouse emissions: embodied emissions, albedo, carbonation, and vehicle fuel consumption,

 the five greenhouse gas emissions strategies starting on page 861,

 best available technologies related to concrete paving, and

 the Life Cycle Cost Analysis (LCCA) presented in the article. You are required to use at least your textbook as source material for both of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Scholarly Activity Address both of the following writing prompts. Your responses to both of your chosen prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page. Writing Prompts (respond to both):

1. Review the Reading Assignment titled as “Designing a Low-Cost Pollution Prevention Plan to Pay Off at the University of Houston” by Bialowas, Sullivan, and Schneller. In your review, describe:

 

 why the university developed a P2 plan,

 the process of bulking hazardous wastes, fume hood modifications, and cost savings,

 

 

MEE 6201, Advanced Pollution Prevention 6

 silver recovery and cost savings,

 oil reclamation plan and cost savings, and

 your overall thoughts about the university’s P2 program.

2. Review the Reading Assignment titled as “Effectiveness of State Pollution Prevention Programs and Policies” by Donna Harrington. In your review, describe:

 

 the three objectives of the study,

 the Toxic Releases Inventory (TRI) and its impact on P2,

 the empirical model (framework) used in the study,

 costs of P2 programs, and

 the article’s conclusions and your thoughts about the conclusions. You are required to use at least your textbook as source material for both of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Research Paper Please write a research paper addressing the following: How important is corporate philosophy to a company’s pollution prevention efforts? Please use an example of one or more companies to support your position. The completed assignment must be a minimum of 4-5 pages in length, not including the title page and reference page. The paper should have a minimum of three sections: an introduction, a body, and a conclusion. A minimum of three references should be used, and at least one of these must be from a scholarly, peer-reviewed journal. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. You may use articles cited in previous portions of the course but you must write new, unique content that was not in any of your previous submissions in this (or any other) course. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

 

 

MEE 6201, Advanced Pollution Prevention 7

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Scholarly Activities (5 @ 9%) = 45% Unit III Case Study = 12% Unit V Essay = 12% Unit VIII Research Paper = 15% Total = 100%

 

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

 

 

MEE 6201, Advanced Pollution Prevention 8

MEE 6201, Advanced Pollution Prevention Course Schedule

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

 

Unit I Introduction to Pollution Prevention

Review:  Unit Study Guide

Read:

 Chapter 1: Introduction: material dependence  Chapter 2: Resource consumption and its drivers  Chapter 5: The long reach of legislation  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Scholarly Activity by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

Unit II Life Cycle Assessment as it Relates to Pollution Prevention

Review:  Unit Study Guide

Read:

 Chapter 3: The material life cycle  Chapter 4: End of first life: a problem or a resource?  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Scholarly Activity by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

 

 

MEE 6201, Advanced Pollution Prevention 9

MEE 6201, Advanced Pollution Prevention Course Schedule

Unit III Pollution Prevention Audits

Review:  Unit Study Guide

Read:

 Chapter 7: Eco-audits and eco-audit tools  Chapter 8: Case studies: eco-audits  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Case Study by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

Unit IV Pollution Prevention in Specific Industries – Construction, Electronics, and Coal-Fired Power Plants

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Scholarly Activity by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

Unit V Pollution Prevention in Specific Industries – Dry Cleaning and Hydraulic Fracturing

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Essay by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

 

 

MEE 6201, Advanced Pollution Prevention 10

MEE 6201, Advanced Pollution Prevention Course Schedule

Unit VI Pollution Prevention in Specific Industries – Pulp and Paper Milling and Concrete Paving

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Scholarly Activity by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

Unit VII Pollution Prevention Economics

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Scholarly Activity by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 

Unit VIII Corporate Philosophy

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,11:59 p.m (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday,11:59 p.m (Central Time)

Submit:  Research Paper by Tuesday,11:59 p.m (Central Time)

Notes/Goals:

 
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Occupational Health Journals

1. When OSHA does not have a standard that applies to a specific industry hazard it is not uncommon for OSHA to cite the General Duty Clause in issuing a citation against a given employer. In doing this, OSHA often uses existing consensus or industry standards as evidence of hazard recognition and feasible hazard abatement. Please discuss the appropriateness of this approach. Use examples and/or sources to support your arguments.
Your journal entry must be at least 200 words. No references or citations are necessary.

2. Discuss the various types of air contaminants, specifically particulates and gases, which you or other employees are exposed to on a daily basis, and what types of engineering control measures have been implemented to reduce or eliminate these exposures. (Example: welding fumes-zinc, iron oxide, etc. are controlled by local exhaust).
Your journal entry must be at least 200 words. No references or citations are necessary

3. Discuss the various types of sources of radiation that you are or may be exposed to on a daily basis in the workplace. If you do not think you are exposed, discuss potential exposures in other workplaces. Make sure to involve topics such as the types of exposures, noticeable shielding, and other protective devices, including PPE and various sources (i.e., x-ray machines, laboratory equipment with radioactive sources, non-destructive equipment, lasers, microwaves, etc.).
Your journal entry must be at least 200 words. No references or citations are necessary.

4. Everyone has known someone (e.g., a relative, a co-worker, or maybe even yourself), who has experienced some level of significant hearing loss, either as a result of birth, aging, or work place exposures. Discuss the significant impacts that you know or believe to have on that person’s life, including the impacts to family members.
Your journal entry must be at least 200 words. No references or citations are necessary

5. Have you experienced an environment which posed potential thermal stressors? Describe an example (i.e., fictitious or actual) of an environment posing potential thermal stressors. Then, share a few thoughts about how you could prevent injuries from occurring in that environment.
Your journal entry must be at least 200 words. No references or citations are necessary.

6. What areas in your current work environment involve the use of hydrostatics or hydraulics to make the systems work? If you are not employed, nor have a work environment, use your home or past employment environment to discuss this topic.
Your journal entry must be at least 200 words. No references or citations are necessary.

7. Take a look around your work area, your home, or another structure and identify the various types of fire protection and prevention equipment available. Pay particular attention to smoke detectors, heat detectors, fire extinguishers, sprinkler heads, and fire hydrants.
Your journal entry must be at least 200 words. No references or citations are necessary.

8. Take a look around your place of employment or home and identify potential ergonomic issues. What is an object or a task affecting someone’s well-being? A few examples you may encounter as a safety manager include electricians twisting wires, cooks opening jars, manufacturing workers lifting materials, and office professionals using computer monitors. What is an example you have observed, and how would you maintain the well-being of the people around the object or the task?
Your journal entry must be at least 200 words. No references or citations are necessary.

 
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