3 Questions At 3hrs

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AIR POLLUTION CONTROL.

Module 4: Dispersion of Pollutants.

1. Is it justifiable to use a constant value for the effective plume rise for a given situation, or should one in reality, adjust for the distance downwind from the stack? Discuss.

 

 

2. Sulfur dioxide is being emitted in a rural area at a rate of 0.90 kg/s from a stack with an effective stack height of 220m. The average wind speed at stack height is 4.8 m/s and the stability category is B. Determine the short-time period, downwind, center-line concentration in micrograms per cubic meter at ground-level distances of 1.0, 2.0 and 4.0 km.

 

3. What is the expected short-term period ground-level concentration at 150 and 250 m away from the downwind center line for the conditions given in Problem 3?

 
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Pollution Prevention

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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,

 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.

 
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Accident Investigation Unit V Assignment

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Unit V Assignment

Barrier Analysis Worksheet Project

Read the U.S. Chemical Safety Board investigation report of the 2007 propane explosion at the Little General Store in

Ghent, WV. The final report can be read/downloaded at the following link:

http://www.csb.gov/assets/1/19/CSBFinalReportLittleGeneral.pdf.

Additional information on the incident, including a video summary, can be found at the following link:

http://www.csb.gov/little-general-store-propane-explosion/

NOTE: This is the same investigation report used to create the events and causal factors (ECF) chart in Unit IV.

Complete the assignment as detailed below.

Part I: From the information in the report, create a three-column barrier analysis worksheet. Use the sample form on page

173 of the course textbook as a template, and follow the instructions below:

a. In the first column, list the barriers. Group the barriers by category (failed, not used, did not exist).

b. In the second column, describe the intended function of each barrier.

c. In the third column, evaluate the performance of the barrier.

Part II: On a separate page, discuss the potential causal factors that are revealed in the analysis. Are there additional

causal factors that were not identified in the ECF chart you created in the Unit IV assignment? This part of the assignment

should be a minimum of one page in length.

Upload Parts I and II as a single document. For Part II of the assignment, you should use academic sources to support

your thoughts. Any outside sources used, including the sources mentioned in the assignment, must be cited using APA

format and must be included on a references page.

 

 
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Genv 205 Week 1 Quiz (100% Answer)

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Multiple Choice 1
1) When we discuss “our environment,” we are referring to
(1pts)
all conditions in the world.
only interactions that affect human life.
only conditions that cause negative effects on our health.
primarily interactions that harm the atmosphere.
the sum of all the conditions surrounding us that influence life.
2) The Neuse River is considered a system because it involves
(1pts)
components that influence each other irreversibly.
specifically interacting biotic components that influence each other.
interacting abiotic components.
components that interact and influence one another through material or energy change.
components that influence one another only through the water.
3) An ecosystem is a location on Earth that includes
I. only biotic components.
II. only abiotic components.
III. interacting living and non-living components.
(1pts)
I only
II only
III only
I and II only
I, II, and III
4)The difference between an environmentalist and an environmental scientist is
(1pts)
negligible because both care about Earth.
that an environmentalist is involved in a social movement; whereas an environmental scientist is concerned with the methods of science.
that an environmental scientist has a background in biology and chemistry; whereas an environmentalist studies the humanities.
an environmentalist is generally a radical.
an environmentalist is involved in a social movement; whereas an environmental scientist is concerned with politics.
5) A good example of direct human manipulation of the natural environment is seen in
(1pts)
adding emissions to the atmosphere from driving cars.
converting land from forest to growing crops.
growing clover and wheat in a laboratory.
raising goldfish in a fish tank.
Both A and B
6) The extinction of mastodons and giant ground sloths in the Americas is attributed to
(1pts)
climatic change.
competition with dinosaurs.
a meteor impact in Central America.
overhunting by humans.
introduction of the American bison which acted as a competitor.
7) Which is a correct statement from the point of view of an environmental scientist?
(1pts)
Human manipulation of the environment is completely acceptable in any modern society.
Human manipulation of the environment is outpacing the rate at which natural systems can evolve.
Natural systems will evolve at an appropriate rate to compensate for human manipulation.
Natural systems will be undamaged by human interference because engineering discoveries will fix the problems.
Adaptation and relocation are acceptable and reliable solutions for organisms that are affected by climate change.
8) Environmental indicators
(1pts)
enable scientists to accurately predict the future of an environment.
describe what is causing a change in the environment.
do not always describe what is causing a change in the environment.
do not provide information that is considered valuable in creating public policy.
Both A and C
9) Living in an environmentally sustainable way necessitates
(1pts)
using Earth’s resources efficiently whenever convenient.
living without basic ecosystem services.
living in a tent.
living in a rural area.
sensitivity to the needs of future generations.
10)The population with the greatest ability to respond to environmental change most likely is the one with
(1pts)
high genetic diversity.
low genetic diversity.
one type of dominant organism.
two types of dominant organisms.
more animals than plants.
11)New innovations in food production are
(1pts)
sure to find new efficient ways to produce enough food to feed the world.
not keeping pace with food needs of the world.
not needed to keep pace with food needs of the world.
frequently the cause of soil degradation.
Both B and D
12) Greenhouse gases in the atmosphere are
(1pts)
concentrated near the equator.
completely the product of human activity.
responsible for constant temperatures near Earth’s surface.
causing a decrease in atmospheric temperature.
primarily the result of volcanic activity.
13) The concentration of carbon dioxide in the atmosphere
(1pts)
is increasing in part due to fossil fuel use.
has not significantly changed in the past 200 years.
is increasing in part due to deforestation.
has been decreasing since the 1800s.
Both A and C
14) Human population today is closest to
(1pts)
3 billion.
5 billion.
6 billion.
7 billion.
12 billion.
15) The following are non-renewable resources except
(1pts)
aluminum.
oil.
coal.
copper.
timber.
16) Economic development goes hand in hand with
(1pts)
decreased use of non-renewable resources.
increased consumption of resources.
smaller more efficient living styles.
better planting strategies for crops.
sustainable use of renewable resources.
17) The poorest ____ % of the world’s people consume no more than ____ % of the world’s energy, paper, fish and meat.
(1pts)
20; 20
20; 5
5; 20
5; 35
2; 45
18) The following are examples of sustainable practices.
I. Forests cut for timber are replanted.
II. Steel is recycled.
III. Plastic is disposed of in landfills because that it is less expensive than recycling.
(1pts)
I only
II only
I and III only
I and II only
I, II, and III
19) Sustainable development would incorporate
(1pts)
the development of alternative materials.
efficient use of energy.
replacement of nutrients in soil.
evaluation of residential patterns.
All of the above
20) The concept of ecological footprint is measured in terms of the amount of
(1pts)
resource an individual consumes daily.
land area.
resources an individual consumes over the course of a lifetime.
resources an entire nation consumes yearly.
resources an individual consumes yearly.
Passage 1-1 Questions
Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
21) Use Passage 1-1. The treatments planted with wheat alone are the
(1pts)
constant.
controls.
independent variable.
dependent variable.
replication.
22) Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.

Use Passage 1-1. Which of the following statements provides a hypothesis for this experiment?
(1pts)
Wheat grows taller when planted by itself than when it is alternated with clover.
Clover grows better when planted by itself
Wheat grows better when planted together with clover.
Clover grows better when planted together with wheat.
Both A and C
23)
Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Use Passage 1-1. Several setups of each treatment are prepared to fulfill a very important requirement of scientific experimentation, specifically the need for
(1pts)
replication.
constants.
a control.
an independent variable.
a dependent variable.
24)
Use Passage 1-1. Constants in this experiment are
(1pts)
the pan of wheat, temperature, and soil type.
temperature, number of seeds in each pan, and sunlight.
number of seeds in each pan, sunlight, and one pan of wheat and clover.
the pans of wheat alternated with clover.
the same as the independent variable.
25)
Use Passage 1-1. The dependent variable in this experiment could be the
(1pts)
height of the clover.
number of leaves on the clover.
height of the wheat.
presence of nodules on the roots of the clover.
number of clover seeds that germinate.
26) A hypothesis is different from a belief because it is
(1pts)
testable.
proven.
the same as a theory.
sensible.
false.
27) Inductive reasoning
(1pts)
is the process of making general statements from specific facts.
is the process of applying a general statement to specific facts.
doesn’t require facts.
is the same thing as a hypothesis.
is the same thing as observation.
28) Deductive reasoning
(1pts)
is the process of making general statements from specific facts.
is the process of applying a general statement to specific facts.
requires observation.
is the same thing as a hypothesis.
Both B and C
29) The study of environmental science differs from study of the natural sciences such as biology and chemistry because it
(1pts)
doesn’t encourage critical thinking.
isn’t included in most institutions of higher learning.
involves politics, law, and economics.
eliminates the consideration of physics.
doesn’t take into account the scientific process.
30) Environmental justice is
(1pts)
the body of law that deals with environmental issues.
the type of legal system that environmental lawyers use to defend nature.
a social movement that works toward equal enforcement of environmental laws in poor communities.
a type of legal punishment for polluters.
not needed because pollution is equitably distributed around the world.
31) Which of the following statements is/are correct?
(1pts)
If more efficient automobile are built, consumption of gasoline will decrease.
Even though more efficient cars are built, consumer behavior dictates the trend in consumption of gasoline.
Interactions between natural and human-dominated systems are fairly easy to predict.
Interactions between natural and human-dominated systems are complicated to predict.
Both B and D
32) The San Francisco Sustainability Plan, adopted in 1997,
(1pts)
applies environmental indicators to monitor and encourage sustainable development of the city.
will never be put into place.
relies on consumers to create a market for eco-friendly products.
ignores the need for public education.
ignores the principles of economics.
33) Which of the following are environmental indicators used to show that the San Francisco Sustainability Plan is successful?
(1pts)
Increase in the number of parks and in the number of department stores
Decrease in the amount of solid waste produced and increase in the size of houses
Improved air conditioning in private homes
Decrease of wastewater produced and increased biodiversity
All of the above

 

 
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Penn Foster 250295RR From The Cold War To The Edge Of History

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Penn Foster 250295RR From the Cold War to the Edge of History

1. The Truman Doctrine was characterized by the concept of

A. détente.
B. self-determination.
C. universal sovereignty.
D. containment.
2. Following the death of Mao Zedong, Deng Xiaoping initiated a campaign for “Four Modernizations.” These included all the following,except

A. industry.
B. universal health care.
C. agriculture.
D. science and technology.
3. In the 1980s, as colonies gained independence, instances of terrorism

A. increased dramatically.
B. increased slightly.
C. remained about the same.
D. decreased.
4. Analysis reveals that _______ is among those countries with the lowest per capita GDP.

A. Argentina
B. Mexico
C. Romania
D. India
5. In Japan, under the sweeping authority of General Douglas MacArthur, all of the following reforms were enacted, except

A. land reform assured MacArthur’s support from Japan’s peasants.
B. the emperor was to remain a symbolic head of state.
C. antitrust laws were abolished.
D. women were granted equality before the law.
6. In 1964, a loose union of Palestine refugees led to the formation of the Palestine Liberation Organization (PLO) under Yasir Arafat. What was the aim of the PLO?

A. Driving Israel from East Jerusalem
B. Evicting Israel from Palestine
C. Establishing a Pan-Arab League
D. Establishing Palestinian self-rule in their original homeland

7. In 1963, the United States, Britain, and the Soviet Union signed an agreement

A. banning nuclear tests in the atmosphere.
B. to ban nuclear testing.
C. to reduce nuclear weapons stockpiles.
D. banning nuclear proliferation.

8. When the Big Three met at _______, Harry Truman demanded free elections in Eastern Europe. Stalin’s refusal was a factor in the emergent Cold War.

A. Berlin
B. Yalta
C. Potsdam
D. Tehran
9. In Latin America, economic nationalism has been most successful in

A. Brazil.
B. Nicaragua.
C. Argentina.
D. Chile.
10. Among the many Eastern European revolutions of 1989, the only violent, bloody revolution took place in

A. Hungary.
B. Poland.
C. Romania.
D. Czechoslovakia.
11. In deliberations leading up to the U.S.-led invasion of Iraq, which member of the UN Security Council promised to veto any resolution that authorized an invasion of Iraq?

A. France
B. Russia Federation
C. Great Britain
D. China
12. The main factor behind recent civil wars has been

A. ethnic rivalries.
B. famine.
C. neocolonialism.
D. economic nationalism.
13. As Western European recovery accelerated into the 1960s, guest workers were typically recruited from all of the following, except

A. Yugoslavia.
B. India.
C. North Africa.
D. southern Italy.
14. Racial tensions between Black Africans and White Colonists resulted in exploitation, resentment and protests in which African country?

A. Senegal
B. Nigeria
C. Mali
D. South Africa
15. Since the stunning 2002 electoral victory of the Justice and Development Party (AKP), the people of Turkey have been concerned that the AKP will

A. restore Ottoman-style authoritarianism.
B. attempt to spread Turkish culture across the Middle East.
C. embrace radical socialism.
D. challenge Turkey’s strict separation of church and state.
16. According to your textbook, which of the following has had the greatest impact on human communication?

A. Cell phones
B. Television
C. Radio
D. The Internet
17. Regarding multinational corporations in the era of globalization, which of the following statements is false?

A. They could invest large sums of money in research and development.
B. They used sophisticated promotion and advertising to sell their products around the world.
C. Their activities were sharply restrained by national governments.
D. They could sustain monopolies on their products and services.
18. With respect to social problems faced by women and children around the world, which of the following statements is false?

A. During the last few decades, instances of child sex-trafficking have declined.
B. Rape has long been used as a weapon of war.
C. In spite of access to birth control, birth rates remain high among poor women.
D. Worldwide women and girls have increasing access to education.
19. In French-speaking Africa, which state adopted radical Marxism?

A. Ghana
B. Senegal
C. Mali
D. Ivory Coast
20. Demographic factors that contributed to the rise of the counterculture included all of the following, except

A. mass communications and youth travel spread the counterculture over North America and Europe.
B. the postwar baby boom meant that young people made up a large portion of the population.
C. the use of LSD and other psychedelics led to widespread impulsive behavior.
D. postwar prosperity meant that young people had significant purchasing power.

 

 
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Final Paper Outline

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Final Paper Outline

 

During Week Three, you will complete an outline of the final assignment. Refer to the complete instructions for the Final Paper, which can be found below or in the Components of Course Evaluation section of this guide.

 

The outline should be written in complete sentences and detailed enough to meaningfully address all sections that will be covered in your Final Paper. In addition, include a minimum of four scholarly sources (i.e. academic journal articles). The sources should directly support the development of content in the paper. Be sure to write everything in your own words and do not rely on direct quotes to develop content or express your ideas.

 

Outline of the Final Paper – Ecosystems and Community Structure

 

  • Must be four to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Include an introduction stating your selected aquatic or terrestrial ecosystem followed by an outline of topics that will be discussed.
  • Include an outline summarizing the main points discussed in the paper, with particular attention to ecosystem function and the future of your selected ecosystem.
  • Must reference at least four scholarly sources (i.e., academic journal articles) in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

Final Paper – Ecosystem and Community Structure

 

The final paper will combine the ecological concepts from the course under one analysis: ecosystem and community ecology. The overall objective is to understand how the biotic and abiotic factors influence the physical and biological structure of ecosystems and the communities within them. This knowledge is fundamental for developing effective policy and managing wildlife and habitats.

 

To begin the assignment, select one of the following ecosystems. Then, address the questions below. Analyzing ecological communities can be accomplished by taking apart all of the physical and biological pieces that make up an ecological community, and then relating them back to one another in order to understand how they interact to form a functioning system. Conclude the paper with an assessment of human impacts on your selected ecosystem and how this will affect the ecology and future adaptation capabilities of the species in your community. Reference your textbook and a minimum of six scholarly sources (i.e., academic journal research articles) to provide examples and evidence that support your main points.

 

Before beginning the assignment, be sure to read Chapters 16 through 18 carefully, and to learn more about specific ecosystems, review Chapters 23 through 25 in the course text (Smith & Smith, 2015).

 

Step 1: Choose one ecosystem to analyze.

 

·     Coniferous temperate forest ·     Freshwater wetlands
·     Tropical rain forest ·     Salt marsh
·     Streams and rivers
·     Broadleaf forest
·     Mangrove forest
·     Temperate or tropical savanna ·     Lakes and ponds
·     Shrublands

 

Step 2: Address the following points in your paper.

 

  • Describe the physical structure of the selected ecosystem, and explain how structural factors come together to create the ecosystem. The physical structure refers to the abiotic (non-living) components—such as temperature, precipitation, bedrock, soil type, riverbed or ocean floor, boulders, and topography—that make up your ecosystem.
  • Describe the biological structure of your selected ecosystem. Explain how living forms come together to shape your ecosystem. The biological structure is how the ecosystem is shaped by plants and animals, and it includes forest levels and coral reef structure. It also includes the overall level of diversity, species composition, and dominant plant and animal species with details about niche, height, size, density, and/or function.
  • Analyze the function of the selected ecosystem by indicating how the physical and biological structures are related to the ecosystem’s productivity (i.e., the amount of biomass produced), complexity of food webs, nutrient availability, and nutrient cycling.
  • Explain the process of succession in your selected ecosystem.
  • Describe one mutualistic interaction in your selected ecosystem. Explain the role that each species has in the interaction and the resulting mutual benefits to each species population. In other words, what does each species give and what does each one get in return.
  • Describe one predator-prey (or plant-herbivore) interaction. Explain how this interaction impacts the ecological community as a whole. Predict what would happen to the predator and prey populations (or, herbivore and plant) if either species were removed from the community.
  • Evaluate the magnitude of human impact on your ecosystem. This includes how humans are affecting the physical and biological structures in your ecosystem. Predict whether the species and their interactions presented in your paper will be able to adapt to these changes. For example, what would happen to pollinators in a plant-pollinator mutualism if plants are destroyed due to urbanization?

 

The Final Paper – Ecosystem and Community Structure

 

  • Must be 8 to 12 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Include an introduction stating your selected aquatic or terrestrial ecosystem followed by an overview of topics that will be discussed.
  • Include a summary of the main points discussed in the paper, with particular attention to ecosystem function and the future of your selected ecosystem.
  • Must reference at least six scholarly sources (i.e., academic journal articles) in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

ATTACHED IS THE GRADING RUBICS PLEASE REVIEW AND DOUBLE CHECK TO MAKE SURE ALL PARTS OF THE ASSIGNMENT IS MET. ATTACHED ARE THE CHAPTERS THAT WILL HELP WITH THE ASSIGNMENT. WHAT EVER TOPIC YOU CHOOSE WILL BE USED FOR THE FINAL PAPER. MUST HAVE FOUR (4) RESOURCES PLUS THE TEXT BOOK FOR A TOTAL OF FIVE (5) RESOURCES. AS SEEN ABOVE IS THE FINAL ASSIGNMENT ALONG WITH REQUIREMENTS FOR THE OUTLINE TO HELP GUIDE YOU. JUST NEED THE OUTLINE FOR THIS BUT BE PRRPARED FOR WHAT THE FINAL ASSIGNMENT WILL BE LOOKING FOR. MAKE SURE IT IS DONE ON TIME SO AS THERE WILL BE TIME IF A REVISION IS NEEDED.WHOM EVER DOES THIS WILL ALSO BE DOING THE FINAL PAPER.

 
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Week 4

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Access the ATSDR website through the course site. https://www.atsdr.cdc.gov/

Access the Tox Mystery website. https://toxmystery.nlm.nih.gov/

Find products in your home or surroundings that contain the following substances: heavy metals, harmful solvents, volatile organic compounds or vapors, pesticides, and radiation. Be creative in your search; the products can be household items or those that you are exposed to on a daily basis. You must find a total of 10 contaminants. Include at least one contaminant from each category.

Use the University of Phoenix Material: Contaminant Scavenger Hunt Matrix located on the student website to track the following information for each contaminant:

· Classify the contaminant as a heavy metal, harmful solvent, volatile organic compound or vapor, pesticide, or radiation.

· Identify the source or sources of the contaminant.

· Describe how the contaminant affects plants and humans.

· Identify how the contaminant is absorbed–routes of exposure–and distributed–transport.

· Identify the toxic response, or symptoms.

· Describe how the contaminant is eliminated, or detoxification.

 
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4 Pages_environment Due Tonight

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Assignment: Global Climate Change and Health

The environment (both home and physical) has a significant influence on health, as you saw in the readings and media presentations for this week. You also read about the ramifications of global climate change on health. For the purpose of this Assignment, consider the implications of global climate change on health now and in the future.

For this Assignment, review the following:

Write a 4-page paper that addresses the following:

         Describe two health care concerns related to global climate change.

o    Topics could include increased exposure to vectors that transmit Zika, West Nile virus, or malaria; respiratory problems; food distribution problems due to drought or lack of water; or heat-related illness.

         Compare concerns in the United States related to these topics with one developed and one developing country.

         Describe health promotion/health protection strategies a nurse could implement.

         Support your ideas with references from the professional nursing literature.

 

Required Readings/Resources

Holtz, C. (2017). Global health care: Issues and policies (3rd ed.). Burlington, MA: Jones & Bartlett.

         Chapter 14, “Global Perspectives on Nutrition” (pp. 381-414)

         Chapter 15, “Global Perspectives on Environmental Health” (pp. 419-439)

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

·         Chapter 10, “Environmental Health” (pp. 217–241)

 

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.

Veenema, T. G., Griffin, A., Gable, A. R., MacIntyre, L., Simons, N., Couig, M. P., … Larson, E. (2016). Nurses as leaders in disaster preparedness and response—A call to action. Journal of Nursing Scholarship, 48(2), 187–200.

 

Required Media

Laureate Education. (Producer). (2010a). Public and global health: Global emergencies and disasters [Video file]. Baltimore, MD: Author.

 

TED. (2015a). Why climate change is a threat to human rights. Retrieved from https://www.ted.com/talks/mary_robinson_why_climate_change_is_a_threat_to_human_rights

 

 

Former President of Ireland, Mary Robinson, talks about the effects of climate change on human rights in poorer populations where some islands or lowlands are beginning to submerge as sea waters rise.

TED. (2016b). The case for optimism on climate change. Retrieved from https://www.ted.com/talks/al_gore_the_case_for_optimism_on_climate_change

 

 

Former Vice President Al Gore speaks practically about global warming and offers some reasons we should feel optimistic about recent developments and changes in outcomes. His message is that people are changing their attitudes about global warming into action to stop the warming trend.

 

 
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Advanced Air Quality Control

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MEE 6501, Advanced Air Quality Control 1

 

Course Description Explores an in-depth study of advanced air quality control science and management practices. Addresses health effects, environmental impacts, monitoring, modeling, and treatment.

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

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

1. Describe methods for monitoring air pollution. 2. Critique air pollutant modeling equations and/or software. 3. Assess health effects of air pollution. 4. Examine causes of indoor and outdoor air pollution. 5. Evaluate health risks of air pollution exposure. 6. Estimate the impact of air pollution on the environment. 7. Evaluate air pollution control technologies.

 

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

and/or outside resources. 5. Suggested Reading: A Suggested Reading is listed in Unit II. Students are encouraged to read the resource

listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Reading. 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 Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I, III, V,

and VII. Assessments are composed of written-response questions. 8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-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.

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

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

MEE 6501, Advanced Air Quality Control Course Syllabus

 

 

MEE 6501, Advanced Air Quality Control 2

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 II Mini Project Over the course of these remaining seven units, we will be developing a course project. We will do a single section of the course project in every unit, completing one section of the course project in each unit, and then adding the subsequent work in the following unit. This unit work will be in the form of mini projects, and in Unit VIII, you will submit the entire project. Throughout the course, your instructor will provide you with feedback on every unit you submit; therefore, it is important to implement the feedback you receive in the upcoming unit(s). You will be required to integrate an online resource in your final submission. The Business Continuity & Disaster Recovery Reference Center is a good online database for this course project. Our course project will be to develop a document titled A Permit By Rule (PBR) Application for an Interior Surface Coating Facility that will serve as a simulation of our work as a contract environmental engineer to a small vehicle body shop located in the state of Texas. The Scenario: You have been contracted with a vehicle body repair shop named Texas Car Body Repairs, USA to engineer and write a state (Texas) air permit application for a carefully designed interior lining (painting) facility. According to Texas state laws and EPA laws, the facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will then become the operational air permit for the facility. As a result, your client wants the air permit application to automatically align the interior surface coating facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to write the air permit application to meet the air permit criteria using the state guidance document and considering the equipment and chemicals already planned for the facility operations. Your client has presented you with the following specifications regarding the facility operations plan:

Interior Liner Coating Material

10 gallons coating/vehicle

2 gallons of solvent/vehicle

Vehicle Lining Application

Apply interior liners to two (2) vehicles/day

Work five (5) hours/day and four (4) days/week

Vehicle Lining Curing

Cure interior liners of two (2) vehicles/day

Work five (5) hours/day and four (4) days/week

 

 

MEE 6501, Advanced Air Quality Control 3

Interior Liner Cure

Heater fuel source is natural gas- fired drying oven

Heater generates 2.1 million (MM) Btu/hr at maximum 2,500 hrs/year

Vehicle Lining Design

Cross-draft air plenum

Vehicle interior is the spray area

Exhaust Fan 10,000 ft3/min (CFM)

1 exhaust fan

Air Makeup Unit

5760 ft3/min (CFM)

1 air makeup unit

Filter Openings

20.0 ft2 each Two (2) filter openings

Coating WV VOC content 2.8 lb/gal coating

Coating VM Coating volume

1.0 gal

Water Content Per gal/coating 1.0 lb/gal

Water Density Per gal/water 8.34 lb/gal

Coating VW Water volume Calculation

Exempt- solvent Content

Per gal/coating 0.5 lb/gal

Exempt- solvent Density

Per gal/exempt solvent

6.64 lb/gal

Coating Ves Exempt solvent volume

Calculation

The client has designed an interior coating spray painting system that allows the interior of a vehicle to be coated (such as for new vehicles, or vehicles being restored after fire damage or other catastrophic interior damage). The operations will involve a stripped-down vehicle body being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each vehicle. The vehicle will be placed in the spray booth. The booth will be opened at one end of the booth for makeup air. The exhaust air will flow through an exhaust chamber at the other end of the vehicle (see Cross-Draft Automotive Spray Booth in Appendix F of the TCEQ Regulatory Guidance Document). For each vehicle, once the liner application operations are completed the forced curing (drying) operations will immediately commence. Instructions

1. Closely read the Required Reading assignment from your textbook, Appendix B and Appendix K of the Texas Commission on Environmental Quality (TCEQ) Regulatory Guidance document (Click here to access the document), and the Unit Lesson within the Study Guide. Consider reading the Suggested Reading.

2. Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper, begin drafting a proposal document. You will add to this document in every unit with another level 1 heading.

3. Make your Unit II work your first level 1 heading titled “General Considerations for Operation,” and describe the scenario that is presented above. You may find it convenient to present the tabulated information in your General Considerations section of the permit for future reference throughout the rest of the course. This submission (and every submission through Unit VII) needs to be a minimum of at least a one page in length, double-spaced.

 

 

 

MEE 6501, Advanced Air Quality Control 4

NOTE: In the following units (Units III through VIII), the unit lessons will contain information related to the interior surface coating operation by means of practical examples. Consequently, it is imperative that you read the unit lessons within the study guide every week, use the TCEQ’s (2011) regulatory guidance document, and consider the current (as well as previous) material from your textbook in every unit. This project will serve as a comprehensive demonstration of your applied learning of engineering air quality. Information about accessing the Grading Rubric for this assignment is provided below. Unit III Mini Project As a continuation of our course project due in Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the next section, “VOC and ES Content per Vehicle,” of your proposal by following the instructions carefully, and then submit your continued draft for grading. Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit II and make any improvements to your draft using your professor’s feedback from the Unit II project assignment.

3. Open the Unit III Study Guide, read the Unit III Lesson, and review the calculations demonstrated and explained regarding VOC and ES weights per gallon and per vehicle for our scenario.

4. Make your Unit III work your second level 1 heading titled “VOC and ES Content per Vehicle.” Describe and demonstrate (illustrate) the calculations for both the VOC and ES weights for this section of your project.

You are required to describe and demonstrate the VOC and ES calculations in a minimum one-page, double-spaced document. Information about accessing the Grading Rubric for this assignment is provided below. Unit IV Mini Project As a continuation of our course project due in Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the next section, “Operational Air Emission Rates,” of your proposal by following the instructions carefully, and then submit your continued draft for grading. Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit III and make any improvements to your draft using your professor’s feedback from the Unit III project assignment.

3. Open the Unit IV Study Guide, read the Unit IV Lesson, then review the calculations demonstrated and explained regarding emission rate calculations and “potential to emit” statistical model calculations for our scenario.

4. Make your Unit IV work your third level 1 heading titled “Operational Air Emission Rates.” Describe and demonstrate (illustrate) the calculations for the following for this section of your project: (a) calculating maximum hourly and annual emission rates, (b) emission rate averaged over a five-hour period, and (c) potential to emit.

You are required to describe and demonstrate the “Operational Air Emission Rates” in a minimum one-page, double- spaced document. Information about accessing the Grading Rubric for this assignment is provided below. Unit V Mini Project As a continuation of our course project due in Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the next section, “Operational Face and Filter Velocities,” of your proposal by following the instructions carefully, and then submit your continued draft for grading.

 

 

MEE 6501, Advanced Air Quality Control 5

Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit IV and make any improvements to your draft using your professor’s feedback from the Unit IV project assignment.

3. Open the Unit V Study Guide, read the Unit V Lesson, then review the calculations demonstrated and explained regarding face velocity calculations and filter velocity calculations for our scenario.

4. Make your Unit V work your fourth level 1 heading titled “Operational Face and Filter Velocities.” Describe and demonstrate (illustrate) the calculations for the following for this section of your project: (a) calculate the face velocity and (b) filter velocity of the spray booth in a minimum one-page, double-spaced document.

Information about accessing the Grading Rubric for this assignment is provided below. Unit VI Mini Project As a continuation of our course project due in Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the next section, “VOC Content Minus Water and Exempt Solvent,” of your proposal by following the instructions carefully, and then submit your continued draft for grading. Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit V and make any improvements to your draft using your professor’s feedback from the Unit V project assignment.

3. Open the Unit VI Study Guide, read the Unit VI Lesson, then review the calculations demonstrated and explained regarding VOC content minus water and exempt solvent calculations for our scenario.

4. Make your Unit VI work your fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe and demonstrate (illustrate) the calculations for the following for this section of your project: (a) calculate the gallons of water in one gallon of coating and (b) pounds of VOC in one gallon of coating (without the water and exempt solvent). This submission should be in a minimum one-page, double-spaced document.

Information about accessing the Grading Rubric for this assignment is provided below. Unit VII Mini Project As a continuation of our course project due in Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the next section, “Heater and Oven Combustion Emissions,” of your proposal by following the instructions carefully, and then submit your continued draft for grading. Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit VI and make any improvements to your draft using your professor’s feedback from the Unit VI project assignment.

3. Open the Unit VII Study Guide, read the Unit VII Unit Lesson, then review the calculations demonstrated and explained regarding calculations for emissions of products of combustion from heaters and ovens for our scenario.

4. Make your Unit VII work your sixth level 1 heading titled “Heater and Oven Combustion Emissions.” Describe and demonstrate (illustrate) the calculations for the following for this section of your project: (a) nitrous oxides (NOx), (b) carbon monoxide (CO), (c) particulate matter (PM), (d) volatile organic compounds (VOC), and (e) sulfur dioxide (SO2) for BOTH hourly emissions (short-term) in lbs./hr. AND annual (long-term) emissions in tons/year. Your response should be in a minimum one-page, double-spaced document.

Information about accessing the Grading Rubric for this assignment is provided below.

 

 

MEE 6501, Advanced Air Quality Control 6

Unit VIII Project To finish our course project due in this Unit VIII, A Permit By Rule (PBR) Application for an Interior Surface Coating Facility, complete the final two sections, “Pollution Control Technologies” and “Process Flow Diagram” of your proposal by following the instructions carefully, and then submit the completed, final draft of your proposal for grading. Instructions

1. Closely read the Required Reading assignment from your textbook, the TCEQ (2011) document, and the Unit Lesson in the Study Guide.

2. Open your proposal draft from Unit VII and make any improvements to your draft using your professor’s feedback from the Unit VII project assignment.

3. Open the Unit VIII Study Guide, read the Unit VIII Lesson, then consider the control technology options available for our scenario.

4. Make your first Unit VIII section your seventh level 1 heading titled “Pollution Control Technologies.” Select appropriate control technologies to be used in the final exhaust air from the spray booth for the following pollutants: (a) gases and vapors, (b) aerosol particles, and (c) noise levels of 90 dBA at 1,000 Hz. Be sure to defend your suggested engineering controls with literature.

5. Make your second Unit VIII section your eighth (final) level 1 heading titled “Process Flow Diagram.” Map out the entire process by developing a drawing of the process. You might consider reviewing the drawings located within Appendix G and Appendix J in the TCEQ (2011) document and Figure 10.12 on page 381 of your textbook as good examples of clear and understandable process drawings to help you construct your own Process Flow Diagram.

6. Be sure that your Abstract and References pages are updated before you submit your final project for a grade. NOTE: Please compile (Units II-VIII) and submit your entire project as one document. Include an article reference from the CSU Online Library within your final project submission that is tied to the course project. The Business Continuity & Disaster Recovery Reference Center online database is a good online database for this course project. Information about accessing the 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. 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

 

 

MEE 6501, Advanced Air Quality Control 7

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% Assessments (4 @ 8%) = 32% Mini Projects (6 @ 7%) = 42% Unit VIII Project = 10% 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 6501, Advanced Air Quality Control 8

MEE 6501, Advanced Air Quality Control 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 The Atmosphere and Atmospheric Pollutants

Review:  Unit Study Guide

Read:  Chapter 1: Atmosphere  Chapter 2: Atmospheric Pollution and Pollutants  Additional Reading Assignment(s): 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:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit II Engineering for Outdoor Air Quality

Review:  Unit Study Guide

Read:  Chapter 4: Atmospheric Effects  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:  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit III Engineering for Indoor Air Quality

Review:  Unit Study Guide

Read:  Chapter 11: Indoor Air Quality  Additional Reading Assignment(s): 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:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

MEE 6501, Advanced Air Quality Control 9

MEE 6501, Advanced Air Quality Control Course Schedule

Unit IV Engineering for Indoor Air Quality, Part Two

Review:  Unit Study Guide

Read:  Chapter 5: Health Effects  Chapter 12: Environmental Noise  Additional Reading Assignment(s): 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:  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit V Engineering Air Quality for Ecological and Structural Health

Review:  Unit Study Guide

Read:  Chapter 6: Welfare Effects  Additional Reading Assignment(s): 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:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VI Engineering Air Quality Monitoring Systems

Review:  Unit Study Guide

Read:  Chapter 7: Air Quality and Emissions Assessment  Chapter 8: Regulation and Public Policy  Additional Reading Assignment(s): 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:  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

MEE 6501, Advanced Air Quality Control 10

MEE 6501, Advanced Air Quality Control Course Schedule

Unit VII Statistical Modeling for Engineered Air Quality

Review:  Unit Study Guide

Read:  Chapter 7: Air Quality and Emissions Assessment, pp. 269-277  Chapter 3: Atmospheric Dispersion, Transport, and Deposition, pp. 77-98  Additional Reading Assignment(s): 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:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Mini Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VIII Utilizing Pollution Control Technologies for Engineered Air Quality Control

Review:  Unit Study Guide

Read:  Chapter 9: Control of Motor Vehicle Emissions  Chapter 10: Control of Emissions from Stationary Sources  Additional Reading Assignment(s): 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:  Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 
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Ecology100 Assignment

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Module 1 – Case ASSIGNMENT

Defining and Measuring Biodiversity

Assignment Overview

As we continue to develop the relationship between economics and our natural world, we will focus on one concept that is studied regularly in ecology and has become very important in both economics and the sustainability of our planet: biodiversity.

In order to understand the significance of economic principles in the biodiversity of our world, you must first understand what biodiversity describes. 

The following overview of biodiversity was adapted from In World Resources Institute, World Conservation Union, and United Nations Environment Programme, “Global Biodiversity Strategy,” 1992:

Biodiversity is the totality of genes, species, and ecosystems in a region. Biodiversity can be divided into three hierarchical categories—genes, species, and ecosystems—that describe quite different aspects of living systems that scientists measure in different ways.

Genetic diversity refers to the variation of genes within species. This covers distinct populations of the same species (such as the thousands of traditional rice varieties in India) or genetic variation within a population (high among Indian rhinos, and very low among cheetahs).

Species diversity refers to the variety of species within a region. Such diversity can be measured in many ways, and scientists have not settled on a single best method. The number of species in a region—its species “richness”—is one often-used measure, but a more precise measurement, “taxonomic diversity,” also considers the relationship of species to each other. For example, an island with two species of birds and one species of lizard has a greater taxonomic diversity than an island with three species of birds but no lizards.

Ecosystem diversity is harder to measure than species or genetic diversity because the “boundaries” of communities—associations of species—and ecosystems are elusive. Nevertheless, as long as a consistent set of criteria is used to define communities and ecosystems, their numbers and distribution can be measured.

For additional resources on biodiversity read the article link What is Biodiversity from the National Foundation for Wildlife and Biodiversity  from the National Geographic Society. For an in-depth review of how biodiversity is measured read the article on Getting the Measure of Biodiversity . These resources will help you address the questions in the following Case Assignment.

Also, see the PowerPoint on  Measuring Biodiversity by the Canadian Museum of Nature.

Case Assignment

From the Background readings above, address the following questions for your case assignment in the form of an essay. Complete a 2-3 page paper using complete sentences for each question and APA formatting for citations. Include any citations used to support your research. For additional expectations, including how to organize your assignment, see the Assignment Expectations below.

1. Define biodiversity.

2. Why is biodiversity important? What are some of the benefits of biodiversity?

3. How is biodiversity measured?

4. What is extinction? What is causing it today?

5. What is the Endangered Species Act? What is it meant to do? (reflect on the economic consequences of the Act as we will be delving into the topic later on)

6. What are some of the most and least diverse species in your local area? Try the interactive map called the “Map of Life” developed by a research team from both Yale University and the University of Colorado Boulder (this tool is still in development). The link can be found here: https://www.mol.org/location/32.045/-471.489/ . You can zoom into the map and find your local area (or another area of interest to you). The example map below demonstrates the most diverse species in Tucson, AZ as being birds, whereas palm plants have the least diversity. Describe your chosen area in your essay and copy and paste the chart area showing the most and least diverse species in your area (map of United States does not need to be copied, only the species chart). Were you surprised by the results? Why or why not?

7. Insects are the largest and most diverse group of organisms on Earth. Select one insect species from your local area (click on the insect species from the Map of Life to learn more) and describe its importance to humans (medicine, research, agriculture, aesthetics, etc). Include an image of your chosen insect within your essay.

8. What can you do as an individual to help slow the loss of biodiversity?

https://tlc.trident.edu/content/enforced/129360-ECOL100-2018JUN18FT-3/ecol100%20Map.png?_&d2lSessionVal=KqrJ9nUYYOANnnlYoLcdOVbjG&ou=129360

Assignment Expectations

Organize this essay assignment using subtitles that summarize the topic from each question above. For example, to answer Question 1, use a descriptive subtitle like the following: The Definition of Biodiversity.

Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay with 1-inch margins, 12-point type, and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles, and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources (e.g., Murray, 2014). Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay. A helpful guide to writing a quality essay can be found in Trident’s Student Guide to Writing a High-Quality Academic Paper . This guide also provides links to example essays written in APA format.

Direct quotes should be limited and must be designated by quotation marks. Paraphrased ideas must give credit to the original author, for example: (Murray, 2014). Direct copying from “homework help” websites will not receive credit. Once you have completed your assignment within a Word document, please upload your final version to the Case 1 Dropbox. Please also note your Turnitin originality score and make revisions as needed. Please contact your instructor with any questions.

 

 

 

 

 

 

Module 1 – SLP ASSIGNMENT

Defining and Measuring Biodiversity

Overview

In response to the variable effects of conservation efforts and loss of biodiversity, zoos began to turn their attention to the conservation of endangered species and wildlife in the 1970s and 1980s. Supporting conservation efforts became an important goal for the modern zoo. A major milestone towards this goal was the Convention on Biodiversity which was signed at the Earth Summit in Rio de Janeiro in 1992. As the modern zoo continues to focus its efforts towards conservation, it has been seen by many as a sort of “Noah’s Ark,” primarily focused on conserving the precious few endangered species. Unfortunately, genetic, ecosystem and economic issues have created challenges for the conservation model of the modern zoo. Read the following articles that expand on the conservation efforts of zoos and their use of technology towards this goal.

Readings

Keulartz, J. (2015). Captivity for conservation? Zoos at a crossroads . Journal of Agricultural and Environmental Ethics.

Kobilinsky, D. (2016). New live cam technology might help conservation. Accessed August 13, 2016, at http://wildlife.org/new-live-cam-technology-might-help-conservation/ .

Genetics

Research has shown that zoos currently hold about 15% of the endangered land animals in captivity. There remains a continual struggle to breed these animals due to low numbers. A zoo’s ability to maintain enough genetic variability among individual species is impossible and space limitations prevent expansion to allow the influx of more animals.

Economics

The secondary goal for many zoos, that of reintroduction to the wild, also faces challenges due to the costs involved, from financial to ecological. Animals living in captivity often lose the necessary skills to survive in the wild once released.

Ecosystems

Lastly, the ecosystems into which the captive animals are eventually released are constantly changing. Many factors may have affected their previous habitat, preventing the animal’s chance at a successful re-introduction to the wild.

Education and Technology

Technology and education have also been identified as important components in maintaining the biodiversity of the natural world. Zoos are in a unique position to educate the public about conservation issues and they are continually looking for ways to convey this information to visitors. The Metro Richmond Zoo uses video cam technology to encourage cheetah conservation by streaming live footage of cheetah litters online. Viewers witness the day-to-day lives of the cheetah cubs without human interference or disturbance.

Answer the following questions in complete sentences using an essay format. See the SLP Assignment Expectations for further directions on formatting and organization.

Assignment Directions:

1. Discuss how zoos have evolved over the past 50 years to become conservation centers. Incorporate the role of zoos in educating the public into your response.

2. Discuss some of the economic pressures faced by zoos—namely space, capacity, and resources—that can affect their conservation efforts.

3. How does a species get on the Endangered Species List?

4. Take a virtual trip to the zoo using one of the links below and observe at least one of the endangered species.

Take a Virtual Visit to the Zoo

You can take a virtual visit to the zoo any day of the week by tuning into any of the following live webcams, which feature many endangered animals. The World Wildlife Fund lists many of these animals as priority species.

· Watch elephants at the Smithsonian Zoo on the elephant cam :

· The Houston Zoo has some of the best webcams of gorillas, rhinos, elephants, flamingos, and giraffes here: http://www.houstonzoo.org/meet-the-animals/animal-webcams/

· The Reid Park Zoo in Arizona has webcams of lions, giraffes, elephants, lemurs, grizzly bears, and flamingos here: http://reidparkzoo.org/cameras/elephant-cam/

· See pandas, elephants, apes or polar bears (the elephant has the most informative cam view) at the San Diego Zoo

· Pick an animal webcam of your choice

5. Make your own ethogram . An ethogram is a graph or chart of animal behavior that is used to compare certain behaviors that can be observed while animals are in captivity. Choose one animal from the webcam links above and observe its behavior at several different times during the day or over the course of several days. Take notes on its behavior using the ethnogram (include this chart in your essay). Choose 4 or 5 different time points (on the hour or half hour, it does not need to be the same day or the exact time point).

Give your chart a title and include it in your essay.

Ethogram Document

6. Did your perception of the species you watched change as a result of seeing it on the webcam? Why or why not?

7. Do you believe technology has a positive influence on people’s feelings toward wildlife and conservation? Why or why not?

SLP Assignment Expectations

Organize this essay assignment using subtitles that summarize the topic from each question above. For example, to answer Question 1, use a descriptive subtitle like the following: The Evolution of Zoos.

Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay with 1-inch margins, 12-point type, and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles, and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources (e.g., Murray, 2014). Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay. A helpful guide to writing a quality essay can be found in Trident’s Student Guide to Writing a High-Quality Academic Paper . This guide also provides links to example essays written in APA format.

Direct quotes should be limited and must be designated by quotation marks. Paraphrased ideas must give credit to the original author, for example: (Murray, 2014). Direct copying from “homework help” websites will not receive credit. Once you have completed your assignment within a Word document, please upload your final version to the SLP 1 Dropbox. Please also note your Turnitin originality score and make revisions as needed. Please contact your instructor with any questions.

 
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