The Impact of Climate Change on Health Scientists are able to make very accurate predictions about the amount of temperature change that will occur due to future greenhouse gas emissions. Using computer models, scientists are also able to predict how increments in temperature change will impact the world around us. Often the way things are phrased in a news source can sensationalize a topic beyond what the scientists’ research actually suggests. Reporters want to grab our attention and impress us with the importance of the findings in the research, but this approach can turn possible outcomes into a sure thing just by changing a few words. There is a big difference in the prospect of an event occurring depending on whether it is likely, possible, or certain. Watch for these terms in reading the materials provided for this and future assignments. There are many different factors that must be considered when we discuss the impact of climate change around the world. This activity will focus on the challenging idea of how climate change will affect the health of our children. Children’s health is most vulnerable to small, incremental changes, and our children will be dealing with the results of climate change long after we adults are gone. The shifting of rain and drought patterns, the range of temperature changes, and the resulting changes in plants, insects, and animals—the global environmental zones will be in flux over the next century. The readings here will discuss these changes and how scientists predict they will affect the health and well-being of our children. Completing this activity will assist you in mastering Module Level Outcomes 2 and 3. First, read the following: WHO Climate Change and Health (Links to an external site.)Links to an external site., Fact Sheet 266 (updated 9/2015)Pocinki, A., Reeves, R.V. (2016). The world's children are already suffering from climate change (Links to an external site.)Links to an external site. . Brookings Blog, Social Mobility Memos, Brookings InstituteHaskins, R., Currie, J., Deschenes, O. (2016). Children and Climate Change (Links to an external site.)Links to an external site. [PDF file size 1.6 MB], The Future of Children, Princeton-Brookings, Policy Brief, Vol.26 N.1 Spring 2016 (This is a large report, you should read pages 3-9 for this assignment) Next, submit the following: A completed M2A2 Your Science Tool Kit (download M2A2 STK template) [DOCX, File size 25.3 KB] examining and analyzing the information in the Brookings blog report by Alegra Pocinki and Richard V. Reeves. You should rely on the WHO Fact Sheet and the Princeton-Brookings policy brief as your sources for reliable, factual information to compare and contrast to the blog report. [Note: The M2A2 Science Tool Kit provided in this activity is unique. Do not use the tool kit from Module 1.]

Unit III JournalInstructionsResearch the use of personal sampling pumps with a sampling train and the alternate use of passive sampling badges. Discuss what you believe to be the pros and cons of using each method to evaluate personal exposures to chemical hazards in the workplace. Also, discuss the pros and cons of placing the sample directly onto a worker (personal sample) versus collecting a stationary sample in the work area (area sample).Your journal entry must be at least 200 words in length. No references or citations are necessary.AssignmentUnit III Scholarly ActivityWeight: 10% of course gradeGrading RubricInstructionsAfter your initial review of the operations and safety data sheets (SDS), you have determined the sampling you want to perform at Acme Automotive Parts (AAP). The table below lists hazards you want to sample and the sampling/analytical methods you decide to use. You can access the National Institute for Occupational Safety and Health (NIOSH) methods at https://www.cdc.gov/niosh/nmam/default.html and the Occupational Safety and Health Administration (OSHA) methods at https://www.osha.gov/dts/sltc/methods/toc.html.Hazard Possible Method Occupational Exposure Limits (OEL)Manganese Fume (Welding) NIOSH 7302 5 mg/m3 (OSHA Ceiling)Copper Fume (Welding) NIOSH 7302 0.1 mg/m3 (OSHA 8-hour TWA)Lead Fume (Welding) NIOSH 7302 0.05 mg/m3 (OSHA 8-hour TWA)1,2,4 trimethylbenzene (Paint) OSHA 1020 25 ppm (ACGIH 8-hour TWA TLV)Toluene (Paint) OSHA 111 50 ppm (ACGIH 8-hour TWA TLV)Xylene (Paint) OSHA 1002 100 ppm (OSHA 8-hour TWA)Metal Working Fluids NIOSH 5524 0.5 mg/m3 (NIOSH 10-hour TWA REL)Noise (throughout plant) None 90 dBA (OSHA 8-hour TWA)Choose one hazard from the welding area, one hazard from the paint area, and the metal working fluids, and prepare one paragraph for each hazard (three paragraphs in total) answering each of the following questions:Which sampling media will you be using?What flow rate will you use? How will you calibrate the sampling train? Calculate the minimum sampling time you will require to be able to detect concentrations at the OELs listed in the table. Show your work in calculating the sampling times.Will you collect personal or area samples? Explain why.Are there any compounds listed in the method that might interfere with your sample?Are there any special storage or shipment requirements for your samples?Prepare one paragraph that concludes how you would evaluate noise exposures in the facility. Discuss what type of sampling instrument you would use, how you would perform calibration, whether you would use personal or area samples, and which areas at the facility you would include in the evaluation.Your assignment must be a minimum of two pages in length, not including title or reference pages. Your assignment must use at least two references. One must be gathered from the CSU Online Library; the other may be your textbook. All references and in-text citations must be formatted according to APA standards.

Organisms A, B, C, D, E, F, G, and H are newly discovered species of bacteria from deep-sea vents. You have sequenced the DNA of each organism and have isolated a region of each organism’s genome that may be promising in constructing a phylogenetic tree. Your colleague has constructed the beginning of the tree and your goal is to finish it! Use the nucleotides given to fill out the common characteristics for the organisms. Some have already been done for you!See Attached