Operations and Project Management

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Operations and Project Management

Assignment Description

Case is attached.

Develop a paper that follows the APA Guidelines and is approximately 10 pages in length excluding cover page, diagrams, tables, references, and appendices. See layout requirements below.

If there are questions in the case, answer them. View the case as if you are the Operations Manager, or CEO of the company. Look up the company on the internet, are they real? What kind of analysis tools can you use from your text to help you support your conclusions with the case? How does the foreign–based firm operate differently than the U.S. based counterparts? Definitely answer the key questions. If you choose, the Further Thought questions could be addressed as part of your overall analysis.

Writing Guidelines

Your paper must follow the layout below, including types of headings, flow of information, and what content to include.

· Title Page

· Abstract

· Introduction (40 points)

Begin with an introduction, including your thesis statement. The Introduction answers the following questions:

· Give background information

· What is the thesis or main idea of the case study?

· What are the relevant key points about the organization?

· What are the relevant key points about the situation?

· What are the ethical and diversity issues related to this case?

· Method (60 points) At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Method section answers the following questions:

· What is the situational analysis of the problem or issue? (A SWOT analysis is suggested here.)

· What are the causes/effects of the situation or problem?

· How did the problem evolve (over night or over time)?

· How can course concepts be applied to provide greater understanding of the situation?

· How will ethical and diversity issues be addressed?

· Results/Discussion (60 points) At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Results/Discussion section answers the following questions:

· How can the problem be solved?

· What specific recommendations can be made for improving the situation?

· Explain your rationale for these suggestions.

· How will these recommendations, if implemented, enhance organizational effectiveness?

· How will ethical and diversity issues impact your recommendations?

· References (40 points) Per APA, start the “References” section on a new page after the last page of your last section of the paper.

· Appendix (if needed)

Each page of your printed paper must include the title of the paper (left-justified) and the page number (right-justified). Use header/footer function in MS Word to insert the required information at the top right corner, starting with the title page as page 1.

In general, pay close attention to style, format, and proper mechanics including language use, grammar, spelling, sentence structure and where required supported by APA formatted references. (-1 point for each error)

Before turning in your final draft, make sure:

· Your key points are clear and the information is well-organized as described in the term paper assessment rubric

· Proofread the entire document (or have someone you trust proofread it)

· Eliminate mechanical errors, run spell check, etc.

Use of Subheadings

· Subheadings can be used under a main heading to provide additional clarity. Subheading format follows a prescribed method that is the same for both the Analysis and the Recommendations and Rationale sections. See the example below:

· Subheading (first level of subheading – either underline or italicize)

· Start writing here. Comments regarding subheadings: You may or may not include subheadings. You name the subheadings yourself.

· Subheading. Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading. Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading (Back to the first level of subheading – either underline or italicize)

· Start writing here. If you have one subheading, then you must have at least two subheadings.

· Subheading. Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading. Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· And so on…

Industrial and Hazardous Waste Management

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MEE 5801, Industrial and Hazardous Waste Management 1

Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to:

1. Assess engineering principles applicable to solid and hazardous waste management. 1.1 Evaluate the steps for an adsorption system design using engineering principles. 1.2 Summarize engineering calculations for solid and hazardous waste treatment.

 

Course/Unit Learning Outcomes

Learning Activity

1.1

Unit Lesson Article: “Role of Carbohydrases in Minimizing Use of Harmful Substances:

Leather as a Case Study” Unit VI PowerPoint Presentation

1.2

Unit Lesson Article: “Experimental Investigation of Adsorption Capacity of Anthill in the

Removal of Heavy Metals From Aqueous Solution” Unit VI PowerPoint Presentation

 

Required Unit Resources In order to access the following resources, click the links below. Durga, J., Ramesh, R., Rose, C., & Muralidharan, C. (2017). Role of carbohydrases in minimizing use of

harmful substances: Leather as a case study. Clean Technologies and Environmental Policy, 19(5), 1567–1575. Retrieved from https://search-proquest- com.libraryresources.columbiasouthern.edu/docview/1905386154?accountid=33337

Yusuff, A. S., & Olateju, I. I. (2018). Experimental investigation of adsorption capacity of anthill in the removal

of heavy metals from aqueous solution. Environmental Quality Management, 27(3), 53–59. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=130104586&site=ehost-live&scope=site

 

Unit Lesson Introduction Unit V presented technologies for minimization of industrial and hazardous wastes. The Unit VI Lesson builds on Unit V by assessing engineering principles. This lesson will focus on engineering design. In particular, it will explain the engineering principles for designing an adsorption tank for removal of dissolved lead from water. Adsorption is a common process for removal of dissolved solids from water. Adsorption is a surface phenomenon in which the dissolved material is attracted to and held in the pore spaces of the adsorber material. Effective adsorbers have high porosities and mazes of pore spaces. Though carbon is the most common adsorption medium, other materials are effective. Common household filters use carbon adsorption to remove excess chlorine and trace concentrations of organic compounds from water. The image below shows the carbon from a Brita Home Water Filtration filter for household use.

UNIT VI STUDY GUIDE

Engineering Principles

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 2

UNIT x STUDY GUIDE

Title

For treatment on an industrial scale, the container size and quantity of adsorber are much larger than for household use. Further, the adsorber material need not be carbon. Research has been conducted on many potential adsorber materials to investigate the feasibility for removing dissolved chemicals. This lesson will consider a recently investigated material—an anthill. Anthills are common in many parts of the world. It is an inexpensive material to obtain because it is so common. Recent research by Yusuff and Olateju (2018) involved laboratory tests to remove dissolved lead and zinc from water using material gathered from anthills as the adsorbent.

 

An anthill, without ants, is used for collecting material for the heating process “calcination.” (Anagoria, 2013)

A Brita Home Water Filtration system with pitcher of purified water and carbon adsorber used inside the water filter with a straw for scale is shown. This is a simple carbon adsorber process.

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 3

UNIT x STUDY GUIDE

Title

In the article, the anthill material (ants removed) was collected and then heated in a furnace at 900°C. This heating process is called “calcination” even though calcium is not used. The resulting material was tested in a laboratory to appraise its ability to remove dissolved lead and zinc. This lesson will use the laboratory data from the article to design a prototype engineering process to treat an industrial wastewater. Since an anthill is somewhat new to industrial processes, our process waste stream is larger than that used in the Yusuff and Olateju (2018) article, but smaller than what might be more typical of a large-scale industrial treatment process. Problem Statement An industrial wastewater flowing at 100 gallons per day (100 gpd) contains 10 milligrams of dissolved lead (i.e., Pb+2) per liter of water (i.e., 10 mg/L). The wastewater is to be treated so that the lead concentration is less than 1 mg/L. Use the laboratory test data in Yusuff and Olateju (2018) to determine the tank size required and the mass of anthill required per day. Abbreviations, Unit Conversions, and Nomenclature

Abbreviations: g = gram gal = U.S. gallon gpd = gallons per day kg = kilogram lb = Pound L = Liter (note that liter is typically lowercase (l), but used here in uppercase (L) to avoid confusion with the number one (1). mg = milligram mL = milli Liter min = minute rpm = Revolutions per minute oC = Degree Celsius Unit conversions: 1 gal = 3.785 L 1 kg = 2.205 lb 1 L = 1,000 mL 1 g = 1,000 mg Nomenclature:

Ce = Effluent lead concentration (e.g., mg/L) Co = Influent lead concentration (e.g., mg/L) Cep = Prototype effluent lead concentration (e.g., mg/L) Cop = Prototype influent lead concentration (e.g., mg/L) EA = Lead removal efficiency (%) kF = Freundlich coefficient [mg/g(L/mg)1/n] n = Freundlich exponent ML = Mass of anthill in laboratory flask (g) Mp = Mass of anthill required for prototype (e.g., g) me = Prototype effluent lead mass flow rate (e.g., g/day) mo = Prototype influent lead mass flow rate (e.g., g/day) msp = Mass rate of lead sorbed to anthill in prototype (e.g., g/day) pH = Optimum hydrogen potential qe = Mass of lead sorbed to anthill per mass of anthill (e.g., mg/g) R2 = Regression coefficient Q = Prototype wastewater flow rate (e.g., L/day)

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 4

UNIT x STUDY GUIDE

Title

T = Temperature (oC) tL = Contact time in laboratory batch experiments (min) VL = Volume of laboratory flask (mL) ω = Mixing rate (rpm)

Description Yusuff and Olateju (2018) conducted tests by putting 0.2 g of anthill into 250 mL flasks and adding water containing lead at various concentrations to the flasks. Each concentration represented a different test. The lead concentrations varied from Co of 10 to 60 mg/L. After adding the lead-containing water to a flask, the flask was stirred at a rate of 150 rpm for 90 minutes. Then, the water was filtered to keep the anthill material from passing through the filter. The water that passed through the filter was the treated effluent. Its lead concentration was determined and given the symbol Ce. Lead that was not in the effluent was adsorbed to the anthill. For each test, the authors computed qe, which is the mass of lead sorbed to the anthill per unit mass of anthill in the test. The tests used 0.2 g of anthill each. In Exhibits 6 and 10 of the article, the authors plot qe versus Ce, which is the common means of graphing adsorption results. The authors then fit various equations to the graphs. These equations are called “isotherms” because the data used was collected at a constant temperature (35°C in this case). The most common isotherms are the Langmuir and Freundlich. The authors also fit the data to the less common Sip and Radke-Prausnitz isotherms (Yusuff & Olateju, 2018). However, the authors have errors in their analyses for those two, which will be addressed by you in your PowerPoint presentation assignment. Of the Langmuir and Freundlich isotherms, the Freundlich gave the better fit for lead as indicated by the higher regression coefficient of 0.9903 (versus 0.9807) in Exhibit 7 in the article. Therefore, our engineering analysis will utilize the Freundlich isotherm (Yusuff & Olateju, 2018). Engineering Analysis From the problem statement: Q = 100 gpd = 378.5 L/day Cop = 10 mg/L Cep < 1 mg/L From Yusuff and Olateju (2018): T = 35°C (p. 54) tL = 90 min (p. 54) pH = 5 (p. 55) ω = 150 rpm (p. 54) VL = 250 mL (p. 54) ML = 0.2 g (p. 56) Section 3.2.2 of Yusuff and Olateju (2018) indicates that for an initial lead concentration of 10 mg/L, the percent removal was 95%. The article defines removal percentage in its equation (1) (p. 54):

Since EA and Co are known, determine the effluent concentration to make sure it is below the target of 1 mg/L. Using algebra, solve for Ce. The first step is:

 

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 5

UNIT x STUDY GUIDE

Title

Then:

And:

Then:

Resulting in:

Therefore, since Cop = 10 mg/L and EA = 95%, Cep is:

Since 0.5 mg/L is below the required concentration of 1 mg/L, the anthill is capable of treating the wastewater. Returning to the Freundlich isotherm (shown as equation 4 in the article on p. 56):

where: kF = 1.53 from Exhibit 7 for lead (p. 57) n = 1.62 from Exhibit 7 for lead (p. 57) For Ce = 0.5 mg/L:

Note that since the Freundlich equation is an empirical curve fit, the units do not cancel, but Ce must be in units of mg/L in order for qe to have units of mg/g.

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 6

UNIT x STUDY GUIDE

Title

Determine the daily influent mass of lead:

Determine the daily effluent mass of lead:

Therefore, the mass of lead sorbed onto the prototype anthill adsorber each day is:

This design will be such that only one treatment batch is run per day. A treatment batch requires 90 minutes as determined by the experiments in Yusuff and Olateju (2018). Thus, after running the treatment operation for 90 minutes, the rest of the work shift can be devoted to filtering the effluent, disposing of the contaminated anthill, and preparing the tank for the next treatment batch on the next day. The mass of anthill required each day (one treatment batch per day) using an equation from LaGrega, Buckingham, and Evans (2001) is:

The next step is to determine the tank size. The experiments by Yusuff and Olateju (2018) were conducted in 250 ml flasks that contained 0.2 g of anthill each. If one tank is used for the prototype, the tank volume containing 3,605 grams of anthill is:

Thus, one tank of 4,500 liters (1200 gallons) is necessary to treat a flow rate of 100 gpd of wastewater containing 10 mg/L of dissolved lead to an effluent concentration of less than 1 mg/L. The mass of anthill required for a 4,500-liter daily batch is 3.6 kg (7.9 lb). The pH is adjusted to 5 and temperature set to 35oC. After mixing at 150 rpm for 90 minutes, the water is filtered to remove the anthill. The filtered water is expected to have less than 1 mg/L of dissolved lead. The used anthill must be disposed of or regenerated. Then, on the next day, another 3.6 kg of fresh (or reclaimed) anthill is added to the 4,500 liter tank, and another 100 gallons of wastewater is added to the tank and mixed for another 90 minutes. The process is repeated each day (Yusuff & Olateju, 2018). Conclusion In this lesson, engineering principles applicable to solid and hazardous waste management were presented. A specific example using laboratory data for a unique adsorption material—the material found in anthills— illustrated the steps required in proceeding from laboratory test data to an engineering design. As a typical engineering problem would begin, the lesson began with a problem statement indicating the task of using anthill to remove dissolved lead from water by adsorption of the lead onto the anthill material. The lesson

 

 

 

MEE 5801, Industrial and Hazardous Waste Management 7

UNIT x STUDY GUIDE

Title

provided detailed calculations for lead removal efficiency, lead equilibrium concentration using the Freundlich isotherm, mass loading into the adsorption tank, and tank volume.

References Anagoria. (2013). Anthill in South Tyrol [Photograph]. Retrieved from

https://commons.wikimedia.org/wiki/File:2013-05- 09_Ameisenhaufen_in_S%C3%BCdtirol_Formicidae_anagoria.JPG

LaGrega, M. D., Buckingham, P. L., & Evans, J. C. (2001). Hazardous waste management (2nd ed.). Long

Grove, IL: Waveland Press. Yusuff, A. S., & Olateju, I. I. (2018). Experimental investigation of adsorption capacity of anthill in the removal

of heavy metals from aqueous solution. Environmental Quality Management, 27(3), 53–59. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=130104586&site=ehost-live&scope=site

 

Suggested Unit Resources In order to access the following resource, click the link below. The following document provides additional information about carbon adsorption systems. Sorrels, J. L., Baynham, A., Randall, D. D., & Schaffner, K. S. (2018). Chapter 1: Carbon adsorbers.

Retrieved from https://www.epa.gov/sites/production/files/2018- 10/documents/final_carbonadsorberschapter_7thedition.pdf

 

 

Develop a paper that follows the APA Guidelines and is approximately 10 pages in length excluding cover page, diagrams, tables, references, and appendices. See layout requirements below.

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Operations and Project Management

Assignment Description

Case is attached.

Develop a paper that follows the APA Guidelines and is approximately 10 pages in length excluding cover page, diagrams, tables, references, and appendices. See layout requirements below.

If there are questions in the case, answer them. View the case as if you are the Operations Manager, or CEO of the company. Look up the company on the internet, are they real? What kind of analysis tools can you use from your text to help you support your conclusions with the case? How does the foreign–based firm operate differently than the U.S. based counterparts? Definitely answer the key questions. If you choose, the Further Thought questions could be addressed as part of your overall analysis.

Writing Guidelines

Your paper must follow the layout below, including types of headings, flow of information, and what content to include.

· Title Page

· Abstract

· Introduction (40 points)

Begin with an introduction, including your thesis statement. The Introduction answers the following questions:

· Give background information

· What is the thesis or main idea of the case study?

· What are the relevant key points about the organization?

· What are the relevant key points about the situation?

· What are the ethical and diversity issues related to this case?

· Method (60 points) At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Method section answers the following questions:

· What is the situational analysis of the problem or issue? (A SWOT analysis is suggested here.)

· What are the causes/effects of the situation or problem?

· How did the problem evolve (over night or over time)?

· How can course concepts be applied to provide greater understanding of the situation?

· How will ethical and diversity issues be addressed?

· Results/Discussion (60 points) At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Results/Discussion section answers the following questions:

· How can the problem be solved?

· What specific recommendations can be made for improving the situation?

· Explain your rationale for these suggestions.

· How will these recommendations, if implemented, enhance organizational effectiveness?

· How will ethical and diversity issues impact your recommendations?

· References (40 points) Per APA, start the “References” section on a new page after the last page of your last section of the paper.

· Appendix (if needed)

Each page of your printed paper must include the title of the paper (left-justified) and the page number (right-justified). Use header/footer function in MS Word to insert the required information at the top right corner, starting with the title page as page 1.

In general, pay close attention to style, format, and proper mechanics including language use, grammar, spelling, sentence structure and where required supported by APA formatted references. (-1 point for each error)

Before turning in your final draft, make sure:

· Your key points are clear and the information is well-organized as described in the term paper assessment rubric

· Proofread the entire document (or have someone you trust proofread it)

· Eliminate mechanical errors, run spell check, etc.

Use of Subheadings

· Subheadings can be used under a main heading to provide additional clarity. Subheading format follows a prescribed method that is the same for both the Analysis and the Recommendations and Rationale sections. See the example below:

· Subheading (first level of subheading – either underline or italicize)

· Start writing here. Comments regarding subheadings: You may or may not include subheadings. You name the subheadings yourself.

· Subheading. Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading. Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading (Back to the first level of subheading – either underline or italicize)

· Start writing here. If you have one subheading, then you must have at least two subheadings.

· Subheading. Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· Subheading. Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.

· And so on…

Please identify one component in the performance management process at the Balme Library that has not been implemented effectively.

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Read Case 2-3 Performance Management at the University of Ghana from pages 56-57 in the textbook. Answer the questions that are located at the end of the case study.

Please identify one component in the performance management process at the Balme Library that has not been implemented effectively.

 

Describe how the poor implementation of the specific component you have chosen has a negative impact on the flow of the performance management process as a whole.

 

 

Discuss what should be done to improve the implementation of the component you have chosen in question 1.

Assignment Instruction

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Assignment Instruction

Hazards Vulnerability Matrix

Developing a Hazard Vulnerability Analysis document takes significant time and coordination with the local community partners and organizations. The intent of this assignment is to get you on the path to developing an HVA using the fictitious city called Bobsville. The document on Bobsville is intended to provide to you a snapshot of many small towns in America.

To fully complete the HVA process you would need to ensure that you have coordinated with your community, county, and state partners to evaluate the hazards in your community. If you were going to do the entire process from start to finish you would have to complete the following 4 Steps to completing the HVA:

There are 4 Steps to completing an HVA:

1. Identify the Hazards

2. Profile the Hazards

3. Inventory the Assets

4. Estimate the Losses

Since you will be working on your own, and due to the amount of time we have as a class, you will only be completing the first two items: 1) Identify the Hazards; and 2) Profile the Hazards.  There are 4 worksheets (adapted from FEMA course IS559) associated with these 2 steps.

This week you will complete Worksheet 1 – Hazard Vulnerability Matrix. I want you to develop one worksheet for each types of hazards (natural, technological, and human). You will use the fictitious town of Bobsville to complete the assignment.

This is the first step you will use to complete the HVA. You will use the HVA and associated documents as a resource document for your next class  EDMG220 when you develop your Emergency Operations Plan (EOP). Be thorough and ensure that you are as meticulous as you can since missing information will impact the EOP.

Instructions

  1. Download “Welcome to Bobsville.docx” for information on the location you will evaluate.
  2. Download the EDMG101 HVA Matrix.xlsx.  This contains a cover sheet and 3 blank tabs to fill–Natural, Technological, and Human.
  3. Fill out your name and date on the cover tab.
  4. Fill in each tab with hazards you identified from the location being assessed.  Many columns have drop-down menus with standardized values.  You do not have to fill in every row in every tab, but be thorough.  If you need to copy additional blank rows you can.
  5. Add your first initial and last name to the filename. ie: AJones HVA Matrix.xlsx
  6. Submit here in the classroom.

Supporting Materials

Animals in Disasters: Community Planning

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IS-11.a: Animals in Disasters: Community Planning

1. Animals that have been exposed to hazardous materials present no danger to people.

A. True B. False 2. The best disaster preparedness starts at which level?

A. Local B. Personal C. Federal D. State 3. A legal agreement among two or more local jurisdictions that plan to assist each other in cases of emergencies is which of the following?

A. Local law B. Mutual aid agreement C. Memorandum of understanding D. Local ordinance 4. Which is NOT a method of reducing the impact of floods on animals?

A. Locating stables and other animal buildings on high ground B. Creating flood protection for roads into and out of the farm C. Identifying cost-effective methods of disposing of animal carcasses D. Making plans for evacuation of companion animals 5. Which of the following is NOT accounted for in community damage assessment?

A. Damages to structures B. Number of animals killed or injured C. Personal items such as photographs D. Damages to a community’s infrastructure 6. Which of the following is NOT a form of assistance that may be provided following a Presidential disaster declaration?

A. Food coupons B. Legal services C. Unemployment assistance D. Permanent housing 7. When confronted by a dog that seems as though it is going to attack you, which of the following actions will most likely reduce the risk of being bitten? A. Yelling for help B. Running away C. Putting something between yourself and the dog D. Lying down and playing dead 8. Public awareness campaigns accomplish which one of the following?

A. Plan implementation, including who is responsible for which actions B. Form partnerships between emergency management and animal-care communities C. Assign roles to various governmental agencies in emergency response D. Address hazards that may potentially affect your community 9. Emergency operations plans should not be tested in advance, so that responders will react with additional energy and not be complacent.

A. True B. False 10. Holding training sessions for officials with roles in the emergency operations plan is an example of approaching which of the following groups?

A. The public B. Private-sector organizations C. Government D. The media 11. During a disaster, information about a temporary animal shelter:

A. Should be conveyed to the public by the Public Information Officer to ensure a coordinated and consistent message. B. Is best communicated to the public by each separate department involved in the disaster response. C. Is most effectively conveyed by announcing it to all local veterinarians so they can inform their patients. D. Can most efficiently be communicated by posting a sign on the front door of City Hall. 12. The emergency operations plan functions as a local law.

A. True B. False 13. Adding a distinctive smell to odorless liquid propane gas is an example of what type of mitigation activity?

A. Modifying the basic qualities of a hazard B. Reducing or limiting the amount of hazard manufactured C. Disseminating information D. Modifying the rate or spatial distribution of the release of the hazard 14. Plans should respect the concerns of people who do not wish to be exposed to animals.

A. True B. False 15. Which method of carcass disposal involves mixing 1 part carcass to 2 parts litter and 1 part straw in alternate layers in a boxed, enclosed area?

A. Burial B. Rendering C. Fermenting D. Composting 16. Which of the following Federal organizations is most likely to provide assistance regarding the safety of livestock feed in a federally declared disaster? A. Food and Drug Administration B. Department of Agriculture C. Federal Emergency Management Agency D. Environmental Protection Agency 17. Who is responsible for coordinating the Federal agencies and programs involved in assistance?

A. FEMA B. State Coordinating Officer C. Local emergency manager D. Federal Coordinating Officer 18. Which of the following government agencies may send veterinary medical assistance teams (VMATs) in the event of an emergency?

A. Department of Health and Human Services B. Department of Defense C. Federal Emergency Management Agency D. Department of Agriculture 19. Senior citizens are a valuable source of volunteers.

A. True B. False 20. Creating brochures is expensive, and NOT recommended as a way to inform the community about the emergency operations plan.

A. True B. False

Environmental Science: Toward a Sustainable Future

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Environmental Science: Toward a Sustainable Future

by Wright and Boorse, 12th edition

16 Multiple Choice Questions

 

1) The future worldwide use of irrigation:

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

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

C) depends on new technologies to extract more groundwater

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

 

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

A) surface area of the leaves of the plants

B) size of the roots and ability to absorb water

C) strength of the stems to support more grains

D) size and number of seeds

 

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

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

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

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

D) widespread use of sustainable irrigation methods

 

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

A) doubled the amount of land used to raise crops

B) not significantly increased the productivity of modern agriculture

C) required high levels of increasingly expensive fertilizer and pesticides

D) contributed significantly to the destruction of the ozone layer

 

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

A) less than 1% of natural background exposure.

B) double normal environmental background exposure.

C) 10 times higher than normal environmental background exposure.

D) 100 times higher than normal environmental background exposure.

 

5) Nuclear bombs rely upon:

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

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

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

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

 

6) Enrichment of nuclear fuel:

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

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

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

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

 

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

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

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

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

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

 

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

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

B) control rods that absorb extra neutrons

C) the production of plutonium-239

D) fuel rods that absorb tremendous amounts of heat

Unit 3 Examination

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

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

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

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

D) emits much less carbon dioxide.

 

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

A) about 10 times more

B) about twice as much

C) it would be about the same

D) about half as much

 

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

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

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

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

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

 

 

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

A) land masses moving towards the poles

B) shifting of the continental plates due to plate tectonics

C) differences in solar energy striking the Earth

D) the number of clouds in the mesosphere and thermosphere

 

13) The effect of the 2008 recession has

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

B) made existing properties more valuable.

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

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

Unit 4 Examination

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

A) older, poor people representing ethnic minorities.

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

D) younger Caucasians.

 

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

A) Lifestyle choices

B) Membership in nongovernmental organizations

C) Political involvement

D) None of the above

Environmental Science: Toward a Sustainable Future

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Environmental Science: Toward a Sustainable Future

by Wright and Boorse, 12th edition

16 Multiple Choice Questions

 

1) The future worldwide use of irrigation:

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

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

C) depends on new technologies to extract more groundwater

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

 

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

A) surface area of the leaves of the plants

B) size of the roots and ability to absorb water

C) strength of the stems to support more grains

D) size and number of seeds

 

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

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

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

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

D) widespread use of sustainable irrigation methods

 

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

A) doubled the amount of land used to raise crops

B) not significantly increased the productivity of modern agriculture

C) required high levels of increasingly expensive fertilizer and pesticides

D) contributed significantly to the destruction of the ozone layer

 

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

A) less than 1% of natural background exposure.

B) double normal environmental background exposure.

C) 10 times higher than normal environmental background exposure.

D) 100 times higher than normal environmental background exposure.

 

5) Nuclear bombs rely upon:

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

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

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

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

 

6) Enrichment of nuclear fuel:

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

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

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

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

 

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

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

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

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

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

 

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

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

B) control rods that absorb extra neutrons

C) the production of plutonium-239

D) fuel rods that absorb tremendous amounts of heat

Unit 3 Examination

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

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

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

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

D) emits much less carbon dioxide.

 

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

A) about 10 times more

B) about twice as much

C) it would be about the same

D) about half as much

 

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

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

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

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

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

 

 

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

A) land masses moving towards the poles

B) shifting of the continental plates due to plate tectonics

C) differences in solar energy striking the Earth

D) the number of clouds in the mesosphere and thermosphere

 

13) The effect of the 2008 recession has

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

B) made existing properties more valuable.

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

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

Unit 4 Examination

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

A) older, poor people representing ethnic minorities.

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

D) younger Caucasians.

 

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

A) Lifestyle choices

B) Membership in nongovernmental organizations

C) Political involvement

D) None of the above

Hazards Vulnerability Matrix

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Assignment Instruction

Hazards Vulnerability Matrix

Developing a Hazard Vulnerability Analysis document takes significant time and coordination with the local community partners and organizations. The intent of this assignment is to get you on the path to developing an HVA using the fictitious city called Bobsville. The document on Bobsville is intended to provide to you a snapshot of many small towns in America.

To fully complete the HVA process you would need to ensure that you have coordinated with your community, county, and state partners to evaluate the hazards in your community. If you were going to do the entire process from start to finish you would have to complete the following 4 Steps to completing the HVA:

There are 4 Steps to completing an HVA:

1. Identify the Hazards

2. Profile the Hazards

3. Inventory the Assets

4. Estimate the Losses

Since you will be working on your own, and due to the amount of time we have as a class, you will only be completing the first two items: 1) Identify the Hazards; and 2) Profile the Hazards.  There are 4 worksheets (adapted from FEMA course IS559) associated with these 2 steps.

This week you will complete Worksheet 1 – Hazard Vulnerability Matrix. I want you to develop one worksheet for each types of hazards (natural, technological, and human). You will use the fictitious town of Bobsville to complete the assignment.

This is the first step you will use to complete the HVA. You will use the HVA and associated documents as a resource document for your next class  EDMG220 when you develop your Emergency Operations Plan (EOP). Be thorough and ensure that you are as meticulous as you can since missing information will impact the EOP.

Instructions

  1. Download “Welcome to Bobsville.docx” for information on the location you will evaluate.
  2. Download the EDMG101 HVA Matrix.xlsx.  This contains a cover sheet and 3 blank tabs to fill–Natural, Technological, and Human.
  3. Fill out your name and date on the cover tab.
  4. Fill in each tab with hazards you identified from the location being assessed.  Many columns have drop-down menus with standardized values.  You do not have to fill in every row in every tab, but be thorough.  If you need to copy additional blank rows you can.
  5. Add your first initial and last name to the filename. ie: AJones HVA Matrix.xlsx
  6. Submit here in the classroom.

Supporting Materials

Materials and the environment: Eco-informed material choice (2nd ed.). Waltham, MA: ButterworthHeinemann. 

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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.

BOOK

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