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Q1:There are many current projects around the world to support sustainable development and growth in urban areas. The general goal is to create livable cities in which people have open spaces, nature, and areas for congregation and relaxation. The idea is also to have well developed public transport systems that would reduce the need for cars and other transport that contribute to air pollution. Through good education programs there can be less litter and reduced waste. Finally, thoughtful use of more eco-friendly products, renewable energy, and materials can make a huge difference in reducing both waste production and energy use. Basically, cities can be built and developed in a way that is healthy for the local environment as well as those living within the city. Curitiba, Brazil, is a city that has become a model of sustainable city growth and quality urban planning. At the following links you can learn more about the different ways in which Curitiba, and its mayor, have supported sustainable, environmentally friendly urban growth. Read and learn about this city at the following links and the textbook, then answer the questions below: PBS Frontline report on Curitiba Wikipedia article Curitiba City Profile Some videos to view: How a Brazilian City Has Revolutionized Urban Planning Jaime Lerner: A song of the city Talk Video Questions to answer: What is the most significant change or project in the city of Curitiba that you feel has influenced it becoming more livable, clean, or sustainable? What do you think the future steps in Curitiba should be? For example, what would be a good 'next project' to continue their movement forth in sustainable development and quality urban planning? Do you feel that any of the planning, projects, policy, education programs, and/or changes they have made would work well in your own city? Which one, and why? Explain.See Answer
Q2: Figure 14.2a sn The combined distribution, represented by the me, masks the contributions of the individual modes, shown by dashed lines and does not show the nature of The more or less straight-line portion of the distribution between 0.1 and 10 μm can be represented by an inverse power law distribution (the Junge distribution) the surface or mass distributions. For the data shown in Figure 14.2a, AN A log(d,) = 24.0d-3.08 for d in um. Equation 14.1 is empirical; there is no fundamental or theoretical rea- son that the atmospheric aerosol should have this distribution function. Mode Nuclei Accumulation Coarse Particle Data from Whitby (1978). Figure 14.2b presents the urban aerosol size distribution as cumulative number and volume distributions on a log-probability graph. (See Section 4.5.) The distri butions show significant departures from a lognormal distribution, and the contri- butions of the individual modes are hidden. Figures 14.2c and 14.2d respectively show particle number and volume per unit log interval on an arithmetic scale ver- TABLE 14.3 Modal parameters for average urban aerosol.ª CMD CN (µm) (cm-³) 0.014 0.054 0.86 GSD 1.80 2.16 2.21 106,000 32,000 5.4 (14.1) Cvol (µm³/cm³) 0.63 38.4 30.8 sites for the cataly thropogenic chlorofluorocarbons (r to atomic chlorine (CI), which reacts with ozone (O3) to form oxygen (O₂) and chlo rous acid (HOCI). In the polar spring, the sun photodissociates these compounds keeps repeating with the continued destruction of ozone. Volcanic eruptions enhance this process by increasing the stratospheric aerosol, which migrates to the poles and provides additional surface for the catalytic activation of chlorine. See Seinfeld and Pandis (1998). PROBLEMS 14.1 For the modal data given in Table 14.3, what is the particle number per unit mass for each mode? Assume standard particle density. Nyeki, distrib 5211- Puesche 383- Schwar Ant SMIC, MI Sienfe Whit (1See Answer
Q3:1) Why do sociologists study religion? 2) What do sociologists focus on when they study religion? 3) Define religious extremism. 4) What is the connection between religion and absolutist world views? 5) What is the role of religion in social change? 6) What is the role of education in a society? 7) Tell me about the history of education in the U.S. / the rise of compulsory education. 8) Does schooling matter? How? Explain. (Occupation? Income? Social class/mobility?) 9) What is the connection between education and inequality? 10) Discuss how expectations are converted into performance. How do concepts like tracking/labeling and the teacher expectancy effect play into this dynamic?See Answer
Q4:■ Select one of the 6 podcast episodes to focus https://www.drjenniferatkinson.com/facing-it ■ Explain your personal perspective(s) on the issues and topics the episode discusses 200 words ■ Include the following structural components o Introductory paragraph naming the podcast episode that you're focusing on Body paragraph (s) supporting your position with references, citations, and description of proper analysis o Closing paragraph/Conclusion that focuses on a personal call-to-action that you can make in your own life Include at least three distinct sources from the course material Minimum two separate text-based sources 1. https://medium.com/@astanor/beware-the-false-dichotomy-the-eu-need-not- choose-between-food-security-and-sustainability-bff9754b19ce 2. I will attach it.See Answer
Q5:Unit 3 - PowerPoint Presentation Please create a presentation of at least 10 slides that cover the following main topics below. • Explain the principles of the Pollution Prevention Act. • Discuss federal clean water, air, and waste laws pertaining to pollution prevention. Summarize the three phases of a pollution prevention audit. • Describe how pollution prevention audits can assess pollutant source control in an organization/industrial facility. • Explain the concept of Life Cycle Analysis and the value of understanding cradle-to-grave management of materials. Your presentation should adhere to the following format. Title Slide: On the title slide, include your name, course number, and date. Slide 1: Introduction - Briefly introduce the contents of your presentation. Slides 2-3: Explain the principles of the Pollution Prevention Act (Section 1.4). Slides 4-5: Discuss federal clean water, air, and waste laws pertaining to pollution prevention (Section 1.2). Slide 6: Summarize the three phases of a pollution prevention audit (Section 18.1 -18.5) Slides 7-8: Describe how pollution prevention audits can assess pollutant source control in an organization/industrial facility (See Study Guide). Slides 9-10: Explain the concept of Life Cycle Analysis and the value of understanding cradle-to- grave management of materials (Section 17.5). Slide 11: Include references, and ensure you list all supporting sources for your slides.See Answer
Q6:WEEKLY DELIVERABLE 1-page report on at least one article¹ on a current issue/problem that the student believes needs to be addressed with a systems thinking approach. This report includes: • the title and source of the article + reference (most likely a link) • what the article refers to • a very brief summary of the content • a brief explanation as to why and how the student sees a systems thinking approach contributing to possible solutions to the issue/problem The journal with the synthesised information for submission will be an absolute maximum of 400² words in length, excluding references.See Answer
Q7:INSTRUCTIONS: In this exercise, you are asked to apply counselling skills to STI risk. In particular, you need to understand the pyramid of risk for STD that is on page 138 in your textbook. You will learn that there are four level of risks for STI, demographic, sexual history, sexual relationship, and sexual behaviour. After reading these risks, develop responding and influencing questions. For example, my first question to client would be: "Please tell me about yourself". Here I try to address the 1st level of risk (see figure 7.3 from the textbook) by using open ended question. I invite client to talk about him/herself so that I know more about the background information that pertains to STI risk level. My next question would be (since it's STI topic), "Have you ever contracted any type of STI before?" - This is the second level according to the pyramid and I used closed ended question. Develop at least 5 questions for this exercise.See Answer
Q8:Instructions There are 3 different practical in the environmental management file with all the readings taken during lab practical. (diagrams and fonts in red are the readings and calculations) Student has chosen practical 2 so you need to write a lab report on it. requirements of the lab report attached The required number of words for the report is 2000 words, +/- 10%/n MDIS Management Development Institute of Singapore Where lifelong learning begins LEEDS BECKETT UNIVERSITY Bachelor of Science (Honours) Safety, Health and Environmental Management Module: Environmental Management Name: Student ID: Batch: Page 1 of 2 Table of Contents • 1 Practical Investigations into Acoustics and Noise control ○ 1.1 A noise reducing enclosure 1.2 Workplace noise exposure assessment ○ 1.3 Predicting and controlling environmental noise 2 Practical investigations into air and water pollution .................... 4.1 Analysis of a detergent for phosphate and other constituents using visible spectroscopy 4.2 Introduction to gas measurement 4.3 Dust monitoring ○ ○ 4.4 Dispersion of air pollutants Page 2 of 2 LEEDS BECKETT UNIVERSITY BSc (Hons) Safety, Health and Environmental Management Environmental Management Laboratory Manual Practical Investigations into Acoustics and Noise Control Name: Student ID: Batch ID: Leeds Beckett University Practical 1; A noise reducing enclosure Introduction 11 The reduction of noise at source can involve a variety of different approaches, none of which on its own is capable of solving the problem. For example disposing of a noisy machine and replacing it with a quieter one may be the most effective way of reducing noise levels to an acceptable level, but even the quietest machine available may need further silencing. This practical looks at some of the considerations involved in enclosing a noisy machine. These can be summarised in three words; enclose, isolate and absorb. • The more complete the enclosure round a source, the more effective it will be. This can be checked by comparing levels from a complete enclosure with those found when it has a small hole. • When airborne sound has been reduced by ensuring a complete enclosure, the main contribution to sound emission will probably be energy transferred from the source to the enclosure itself, and to the surface it is mounted on and then radiated as sound. The effect of isolation can be tested by introducing a foam pad between the source and the enclosure. • Rather than increasing the mass of the enclosure materials, it may be more effective to line the enclosure with sound absorbing material. This does not impede the passage of sound energy to any appreciable extent, but it does tend to significantly reduce radiated sound energy by lowering sound levels inside the enclosure. One of the main problems to be overcome is that most machinery needs to be connected in some way to the outside world; materials must be fed in and finished work removed, power, ventilation and water supply may be needed, and access must be provided for maintenance. All these can reduce the effect of an enclosure by providing paths for structure-borne sound to escape. You are provided with a noise source, and with a simulated enclosure, which can be completed by a number of different panels. You are asked to investigate the effect of each possible configuration by measuring the noise reduction it provides. The effect of an enclosure varies with the frequency of the noise. The noise source used produces white noise, which contains all the audible frequencies. You will be measuring sound pressure levels using a frequency analyzer, which will give you a level for each octave band. Environmental Managements Acoustics Laboratory Manual MDIS-2024 Leeds Beckett University 12 Method The noise source can be powered by connecting an amplifier to the 4mm sockets on the outside of the enclosure. The front panels can be attached with butterfly nuts. The frequency analyzer provided is able to measure a complete noise spectrum, including the A and C weighted values, and print the results out in one go. The relevant controls are shown in the table below for the Norsonic 118 analysers. To start a measurement To finish a measurement To read out the results To start measurement a Press "start" Press "stop" Use and to move the cursor across the screen. The frequency band and sound pressure level are displayed for the current cursor position. The A and C weighted values are shown at the extreme right of the display new No need to reset; the instrument will over- write the previous measurement The microphone position should be recorded. Choose an (arbitrary) measuring position and measure the octave-band sound pressure levels under each of the conditions listed below. Measure under the following conditions; Enclosure front Enclosure lining etc # Noise 1 Off N/A None 2 On None None 3 On With hole None 4 On No hole None 5 On With hole 6 On No hole 7 On 8 On With hole No hole Stand the loudspeaker on a foam pad Stand the loudspeaker on a foam pad Line the enclosure with foam Line the enclosure with foam - Measurement 1 is there to establish the background noise in the room due to sources other than the one in the enclosure. So long as all your subsequent measurements are at least 10 dB above measurement 1, these other sources of noise have not influenced the result. If they are within 10 dB of measurement 1, then they would normally be regarded as unreliable. Check that all subsequent noise measurements with the noise source on (arrangements 2-8) are at least 10db higher at each octave band than the background measurement (measurement 1) at the corresponding octave band. Measurement 2 is the baseline measurement with no effective enclosure in place. By comparing your later measurements with this you will get an indication of how much difference each of the enclosures made. Environmental Managements Acoustics Laboratory Manual MDIS-2024/nSee Answer
Q9:/n The first file is basic about student's group project. Student's part is "WASTE" Write about how to get rid of the damage caused by the tsunami at the camp. The camp is the project they did after the tsunami to save the people whose homes the tsunami destroyed, and the area in which the tsunami occurred is far from the camp area, so he answers that you write about how to get rid of the waste that occurred after the tsunami. What is meant by waste? (Human activity produces waste. It is vital to address and properly manage waste to prevent environmental damage, health risks and development of unsightly and undesirable areas. Reducing, reusing and recycling waste are key priorities for sustainable human development.) Write how to get rid of the waste, meaning how to get it from inside the camp to outside. Mention your research if you do APA referencing style should be usedSee Answer
Q10:This week we are learning about climate change. Open the link to the IPCC report "Climate Change 2014” and read the “Summary for Policy Makers”. Then, in your own words answer the following questions (do not copy and paste things from the site... use your own words to answer the following questions. It is okay if your English is not perfect, I do not mind, I just prefer to see your own words and thoughts on the topic): What is this report about? What climate change risks/vulnerabilities are identified for your region/continent (pages 21-25)? Did they surprise you? Why or why not? Describe three adaptation measures that have been proposed for addressing global climate change in your region/continent (pages 21-25). In your opinion, which one is the most important? Why? Outline two steps You could take to lower your climate impact. Check the Union of Concerned Scientists for some ideas. Any materials cited should be referenced using the style guidelines established by the American Psychological Association. See Answer

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