EVR Case Study

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Enviromental Science Case Study

 

Lecture :  http://sciencecases.lib.buffalo.edu/cs/files/wetlands_value.pdf

 

 

  1. How many acres is Norman and Cathy’s farm? Is their farm a big farm by today’s standards?
  2. What are some of the challenges facing small farms? Why do farms have to get bigger?
  3. Why can’t Norman just buy more land?
  4. Aside from water, what else do wetlands have?
  5. Why is Norman worried?
  6. What is he thinking of doing? What bene t to Norman is there in draining a wetland?
  7. Does Angela know anything about wetlands? How do you know?
  8. Why does Ducks Unlimited Canada protect wetlands? What do they do to protect wetlands?
  9. What does Angela mean by “show them the money”?
  10. List some of the environmental, social and economic issues of this case.

 

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Science Discussions

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Food Resilience Plan for Ashfordton [WLO: 2] [CLOs: 2, 3]

Prior to beginning work on this discussion forum, read Chapter 4 in your course textbook.

Imagine that you are a resident of Ashfordton, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a management plan for helping the community become more resilient and sustainable in terms of its food production by 2050. A community that is resilient is able to recover quickly from events like drought or storms. By increasing its own food production, Ashfordton can also reduce its food miles—the distance that imported food must travel. By making its food production more sustainable, Ashfordton can help ensure that its residents’ food needs are supplied for generations to come, without placing undue harm on the local environment in the process.

Fortunately, you have all attended the meeting with the knowledge that you have gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your ideas should consist of one or more of the following elements (some suggestions may apply to both categories):

  • Food resiliency measures (e.g., building vertical farms in the city center to ensure that urban residents can have access to fresh, organically grown produce).
  • Food sustainability measures (e.g., phasing out use of organic pesticides in favor of companion planting and other organic methods).

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

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

  • Post at least two separate and entirely original ideas. Do not duplicate ideas already posted by your peers.
    •  Include your full name for each one.
  • Post at least six different pros and six different cons for your classmates’ proposed ideas (12 in all).
  • Vote on what you feel are the top three ideas in the list.
    • Do not vote before Friday, so that you can vote from the full collection of student ideas.

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

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

In this discussion area, your instructor will post the following:

  • The Ashfordton description you will be using for this activity.
  • The link you will be using to access Tricider for this activity.

Food Resilience Plan Voting Rationales [WLO: 1] [CLOs: 3, 4, 6]

Prior to beginning work on this discussion forum, read Chapters 3 and 4 in your course textbook.

Now that you have cast your votes for the Ashfordton Food Resilience Plan, it is time to explain your choices to the class. Please make a post of at least 150 words in which you

  • Identify (briefly) the plan elements on which you voted.
  • Explain why you selected each one.

Each of the elements with an explanation is worth .5 point for a total of 1.5 points.

Note: You will not be able to view others’ posts until you have made your own. At the end of the week, the instructor will post the winning Ashfordton Food Resilience Plan, which will include the top three ideas selected by the class. In cases where two action items are judged by the instructor to be nearly identical, the instructor reserves the right to combine the ideas into a single one (and add votes together) in order to determine the winning ideas. This plan will be posted in the Announcements area of the classroom.

 

Required Resources

Text

Bensel, T., & Carbone, I. (2020). Sustaining our planet. Retrieved from https://content.ashford.edu

  • Chapter 3: Managing Our Population and Consumption
  • Chapter 4: Sustaining Our Agricultural Resources

Supplemental Material

Carolina Distance Learning. (n.d.). Properties of soil: Agricultural and water availability impactsPreview the document [Investigation manual]. Retrieved from https://ashford.instructure.com

  • The Properties of Soil: Agricultural and Water Availability Impacts investigation manual is available in the online classroom. This lab manual provides background information on soil properties and will assist you in your Properties of Soil: Agricultural and Water Availability Impacts Laboratory assignment.

Laboratory Supplies

Carolina Biological Supply Lab Kit  (Links to an external site.)

  • This lab kit provides lab supplies and materials for the hands-on labs that you will conduct for this course. Although the lab kit provides most of the lab supplies for the labs, there will be materials that you need to purchase independently for a few labs. Be sure to prepare a list of what you will need to purchase independently by viewing the lab investigation manuals and lab kits in advance. To see a checklist of the additional lab supplies that you will need each week for this course, access the Additional Lab Supplies Checklist.

Recommended Resources

Article

FoodPrint. (n.d.). Sustainable agriculture vs. industrial agriculture (Links to an external site.). Retrieved from https://foodprint.org/issues/sustainable-agriculture-vs-industrial-agriculture/?cid=246

  • This web page provides information about the basic elements of sustainable agriculture and may assist you in your Sustainable Living Guide Contributions: Sustaining our Agricultural Resources Assignment.
    Accessibility Statement does not exist.
    Privacy Policy (Links to an external site.)

Multimedia

Ashford University. (2018). SCI207 – The scientific method (Links to an external site.). Retrieved from https://ashford.mediaspace.kaltura.com/media/SCI207+-+THE+SCIENTIFIC+METHOD/1_5325onvq

  • This video provides information on the scientific method that will assist you in completing your Stream Morphology laboratory activity this week. This video has closed captioning.

Happen Films. (2017, May 21). Organic sustainable farming is the future of agriculture | The future of food (Links to an external site.) [Video file]. Retrieved from https://youtu.be/hWkYtZxpQUo

Web Pages

University of California Davis, Agricultural Sustainability Institute. (n.d.). What is sustainable agriculture (Links to an external site.). Retrieved from http://asi.ucdavis.edu/programs/sarep/about/what-is-sustainable-agriculture

Union of Concerned Scientists. (n.d.). What is sustainable agriculture? (Links to an external site.) Retrieved from https://www.ucsusa.org/food-agriculture/advance-sustainable-agriculture/what-is-sustainable-agriculture#.W1Ekbdgzqu4

  • This web page provides information about sustainable agricultural practices and may assist you in your Sustainable Living Guide Contributions: Sustaining our Agricultural Resources assignment.
    Accessibility Statement does not exist.
    Privacy Policy

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Environmental science homework help

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Under normal driving conditions, an internal combustion engine produces approximately 200 grams (0.2 kilograms or 0.44 pounds) of CO2 per kilometer driven.

In one large city, there are 7 million cars,

And, each car is driven an average of 20,000 kilometers (12, 400 miles) per year.

Calculate the carbon footprint per car,

The number of metric of CO2 produced by a typical car in one year.

Calculate the total carbon footprint for all cars in the city,

The metric tons of CO2 produced by all cars in one year.

 

(1 metric ton=1,000 kg=1.1 tons).

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Disturbing the Balance of an Ecosystem

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The Real Story: The Day the Cats were Parachuted In

Some years ago, the ABC Health Services sent supplies of DDT to Gyanpur to control the mosquitoes that were spreading malaria among the people. As the DDT was sprayed, the mosquitoes were quickly wiped out. But there were thousands of lizards in the village that ate these mosquitoes (which had absorbed the sprayed DDT) and they, in turn, kept accumulating the DDT in their bodies. When these lizards ate mosquitoes, they also absorbed a lot of the DDT. Due to the accumulation of so much DDT in their bodies, the lizards became very inactive and slow. This made it easier for cats to catch the lizards, one of their favorite foods. At about the same time, people also found that hordes of caterpillars had moved in to feed on the roofing materials of their homes. They realized that the lizards, which had previously kept the caterpillar population under control, were now being eaten by the cats. And now, all over Gyanpur, the cats that ate the lizards died from DDT poisoning. Then rats moved in because there were no cats to control their population. With the rats came a new danger: plague. Officials sent out emergency calls for cats, which were sent in by airplane and dropped by parachute

 

Respond to the following in a minimum of 175 words:

  • Choose an ecosystem that interests you. Describe the ecosystem you selected and the inhabitants of the ecosystem.
  • Think about the balance between the inhabitants of that ecosystem. What might happen if one small thing was changed? Choose an example of one change, describe it, and then discuss what the impacts that change might have on the ecosystem.
  • Considering the change you discussed, what action would need to be taken to reverse the change and restore the ecosystem? Would all impacts be reversible? Why or why not?

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Structural Design, Part 2

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exam: 015056RR – Structural Design, Part 2

 

1. Your inspection report does not need to include information on

A. condition of solar heating system equipment.

B. adequacy and condition of flashing.

C. steepness of roof pitch.

D. type and condition of gutters and downspouts.

 

2. A good place to begin an interior structure inspection is the

A. basement.

B. garage.

C. plumbing system.

D. attic.

 

3. A horizontal supporting member placed between two opposite rafters is called a

A. jack rafter.

B. collar tie.

C. ridge.

D. chord.

 

4. To be properly vented, the foundation should have one vent for every _______ square feet of floor

space.

A. 50

B. 500

C. 150

D. 1500

 

5. ASHI standards require a home inspector to identify and describe the type of structure and materials of

construction before

A. reporting remaining usefulness.

B. testing systems scientifically.

C. establishing value.

D. evaluating each system.

 

6. A load-bearing horizontal component over a wall opening is called a

A. wall joist.

B. stud.

C. header.

D. sill plate.

 

7. Sagging in floor joists is typically caused by

A. oversized joists.

B. improper nailing of sub-flooring.

C. undersized joists.

D. improper moisture content of the wood.

 

8. While inspecting a masonry foundation, you find evidence of “efflorescence.” This is

probably due to

A. water seepage.

B. fungus.

C. too much lime in the concrete.

D. leftover residue from construction.

 

9. Which one of the following statements about dehumidifiers is true?

A. Dehumidifiers automatically dispose of water produced by their operation.

B. Dehumidifiers are the best method for fail-safe moisture control in basements.

C. Dehumidifiers should have automatic shutoff devices to prevent overflow.

D. Dehumidifiers are usually found in the attic.

 

10. The slope of a roof is

A. determined by measuring the total height of the building.

B. the length of a rafter from the top plate to the ridge.

C. the ratio between the units of run and units of rise of a roof.

D. generally expressed as a percent.

 

11. One improper construction method that can result in structural weakness is

A. construction of artificial terraces using debris and backfill.

B. grading soil to direct runoff away from the structure.

C. the use of kiln-dried lumber in structural components.

D. retention of topsoil and trees on the home site.

 

12. The primary horizontal load-bearing component in a floor frame is the

A. beam or girder.

B. jack stud.

C. sill plate.

D. brick pier.

 

 

13. Stairs are considered hazardous when

A. risers are less than 73/4 inches high.

B. the height of the risers varies by more than 3/8 inch.

C. they’re covered with carpeting.

D. the width of the treads does not strictly comply with codes.

 

14. The structural technique that includes long vertical studs running from the sill plate to the second floor roof frame is called _______ framing.

A. balloon

B. post

C. vertical

D. platform

 

15. Structural failure in a roof may be due to

A. too little span between supporting members.

B. cuts made in rafters or trusses for addition of components such as stairways and fans.

C. the presence of a vapor barrier between the attic floor and the ceiling below.

D. use of dried wood for structural members.

 

16. Two common cosmetic flaws in gypsum wallboard include popping nails and

A. termite cavities.

B. sagging ceilings.

C. header cracks.

D. brown water stains.

 

17. Brick ties in brick veneer walls allow for

A. expansion.

B. water drainage.

C. inspection.

D. air circulation.

 

18. The term live load refers to the

A. total weight of the entire structure.

B. weight of the structural components only.

C. weight of the occupants and furnishings.

D. weight of the foundation walls.

 

19. Bulging of exterior walls usually results in

A. settling of corner posts.

B. sagging of the ridge board.

C. a rise in the main floor beam.

D. sagging of windows.

 

 

20. Choose the statement about surface mold and sapstain fungi that’s true.

A. They don’t cause structural damage.

B. They exist only in very dry conditions.

C. They’re the most common cause of wood decay.

D. They cause a burned or charred appearance on wood surfaces.

 

 

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Population Sampling

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Prepare: Populations sampling is a core research method used in ecological and environmental management. Understanding population size and tracking changes over time allow researchers to evaluate population dynamics and viability, which are both critical in population management.

Review: After reading this week’s assigned materials, view the following videos to learn about some methods used to estimate population size. As you watch both videos, consider which methods are best suited to sensitive populations, large populations, migrating populations, and populations that are difficult to measure. Reflect on what each method has to offer in order to best determine when and how a population sampling method should be used.

Write: Your post will be based on the alphabetical order of your last names and should be between 250-300 words.

  • If your last name begins with the letters A through L, then review the video on buttercup sampling. Describe the research questions asked by the student scientists and which methods were used to address the question. Explain whether the student researchers use a random or systematic sampling approach. In their study, do you think one approach is better than the other? Why or why not? Develop your post using two scholarly or credible sources in addition to your textbook.

 

ATTCHED ARE THE RESOURCES THAT WILL GREATLY HELP WILL THIS ASSIGNMENT !!! PLEASE MAKE SURE TO USE THEM. MUST USE TWO (2) RESOURCES PLUS THE TEXT BOOK FOR A TOTAL OF THREE (3) RESOURCES. THE CHAPTERS FROM THE TEXT THIS WEEK ARE ATTCHED. PLEASE MAKE SURE TO HAVE IT ON TIME AND DONE RIGHT THAT MEANS FOLLOW ALL DIRECTIONS ASKED FOR!!!!!

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Environmental science homework help

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1. More than __________ percent of all children and more than __________ percent of African-American children are living with an unmarried parent.
A. 10; 25
B. 10; 40
C. 25; 55
D. 25; 75
2. To promote print awareness in the home, parents can:
A. share some of the mail in the mailbox.
B. read wrappers and packaging print.
C. encourage scribbling.
D. All of the above
3. Parents and families are urged to communicate with children using:
A. business-like talk that guides behavior.
B. adult-child play talk that affects development.
C. standard English even if the family is not English speaking.
D. Both a and b
4. More than ever before children are seeking out __________ books.
A. Dr. Seuss
B. poetry
C. ABC
D. nonfiction
5. Family game playing that includes children:
A. usually requires rule-abiding behavior.
B. usually involves focus and memory.
C. often involves language and cognition.
D. All of the above
6. Computer program use has been found to improve:
A. listening skills for all children.
B. reading skills of developmentally-delayed children.
C. cooperative learning among young children.
D. the speech skills of children with dyslexia.
7. Chalkboards in preschool classrooms:
A. have limited usefulness.
B. can provide clever and creative language-related activities.
C. are rare because of preschoolers’ fascination with erasers.
D. are too old-fashioned to be used today.
8. Which one of the following would be the best way to welcome a child into the classroom in the morning when the child’s mother drops him off?
A. “Good morning, Joshua. We have new crayons to use later today.”
B. “Good morning, Joshua. Good morning, Mrs. Carr. I need to speak with you about Joshua’s behavior whenever you have a chance to meet.”
C. “Good morning, Joshua. Joshua, go on and get started with your work.”
D. “Good morning, Joshua. Good morning Mrs. Carr. Joshua, there are new cars you might like in the block center.”
9. One way to encourage reading in the home is to:
A. buy a lot of books.
B. plan a family reading time.
C. make sure reading time and television time are equal.
D. All of the above
10. A school lending library:
A. should include oral rules and procedures for checkout and return.
B. can provide families with book-reading tips.
C. requires no extra time or effort.
D. should include only books written in the family’s native language.
11. Controversy concerning technology does NOT exist about:
A. the amount of time young children spend in front of screens.
B. the presentation of violence.
C. whether it is here to stay.
D. whether educators can identify questionable content.
12. E-books:
A. are a great substitute for family book sharing.
B. seldom offer a read-aloud component.
C. often compromise the book’s color and format.
D. are all high quality.
13. When making recordings it is important to remember to:
A. speak very slowly.
B. “act out” the story.
C. speak in character.
D. incorporate a page-turning signal.
14. Families can usually have more educationally pertinent conversations with their children than teachers because:
A. their children trust them.
B. their background experiences are more common.
C. they know how to talk to their children.
D. they understand closure, extending, and expanding.
15. Mrs. Richards decided to have a question of the day for her students. Which of the following describes the best way to handle this?
A. Mrs. Richards should ask the question orally, take responses, and discuss them at group time.
B. Mrs. Richards should print the question on paper, attach it to the door so that it is the first thing her students see when they enter, and ask the students to write their responses on the board.
C. Mrs. Richards should print the question on paper, show it to the students as she reads it, ask for their responses, and print their responses as they are given.
D. Mrs. Richards should record the question for the listening center and ask the students to write their responses.
16. When children are creating or making something at home, parents should:
A. encourage the child to talk about the project in his/her own words.
B. ask “What is it?”
C. demonstrate the best way to accomplish the task.
D. say nothing.
17. Educators urge parents to:
A. expect children to finish tasks.
B. jump in with suggestions when a child hits a road block.
C. play games without rules.
D. understand that leaving tasks unfinished is appropriate for young children.
18. Which is NOT true regarding electronic apps and games?
A. Research has proven that there is an educational value to the games.
B. Children often become trancelike while playing.
C. Some apps are design

 

19.Any mechanical or nonmechanical item that is useful in offering sight or hearing experience is:
A. technology.
B. audiovisual equipment.
C. projection equipment.
D. None of the above
20. __________ is the factor most highly associated with poor reading achievement in elementary school.
A. Parents’ educational level
B. Race
C. Poverty
D. Birth order

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Journal 5

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Download this module’s journalling assignment instructions here:

http://scidiv.bellevuecollege.edu/gj/OnlineENVS-Journal5.pdf (Links to an external site.)Links to an external site.

Assignment due:

  • Part A: By 11:59 pm Wednesday
    • Post your answers to the questions in the assignment instructions (linked above).

if the link doesn’t pass, i have the document down there

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Environmental science homework help

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A student was comparing preserved specimens of three plant species x ,y, and z, in a classroom . Which statement is an example of an obersation the student could have made and not an inference

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Fire Protection Technology

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Refer to the Points to Ponder Scenario in the Unit II Lesson to respond to this discussion board. Do you think the byproducts of combustion would reach the warehouse’s fire protection, detection, or suppression system to alarm or suppress the fire? Why, or why not?

Please include the name of the person or question to which you are replying in the subject line. For example, “Tom’s response to Susan’s comment.”
ALSO PLEASE RESPOND TO ANOTHER STUDENTS COMMENT BELOW

Frank:

Looking at the scenario, there are numerous items that stand out as “red flags” to me.  First was the fact that the system was not rated for the combustible storage.  That means that the system would not put out enough GPM to suppress or control the fire.  There would also be a good chance that the system would be overrun by the amount of fire and heat produced and would have no effect at all but maybe slowing the fire for a few minutes before it overran the system.  Secondly, The report states that the system was barely operational. It didn’t say why.  I know during unit 1 there were issues with the availiable water coming into the building was inadequate due to the old pipes in the area.  It could be a housekeeping issue or something was broken and was in the process of being fixed.  Any way, there should have been a fire watch and getting this system operational should have been a top priority.  Third, the power was out and there was no back up power to the building due to flooding. All of the fire suppression and alarm systems should have their own emergency backup in case of power failure.  Fourth, the detectors were only in the ceiling.  That is not good for any fire that starts on the ground level or in those stacks.  With that much space between the detectors and combustibles, by the time the heat reached the detectors to alarm it, the fire would be extremely large and would most likely overrun the suppression system possibly before it even activates. SInce “unchecked fire” doubles in size every 2 minutes, without a lower temp detector closer to the ground, the system would not even have a chance to get this fire under control, even if it activated.  In closing, I do not think that the system would have had enough time to respond or activate in this scenario.  The entire system was designed incorrectly for this building.  The fire would have had way too much time to build before the system would even activate.

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