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Explain the different clearance mechanisms associated with the different regions of the respiratory system.

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Assignment 2

This assignment consists of four parts: A, B, C and D for a total of 13% of the course mark. Please refer to the D2L link Course Materials – Course Outline – Quizzes, Assignments and Exam Details and Course Schedule about completion, due date and submission of this assignment.  Also refer to the ‘Assignment Instructions’ posted on the ‘Assignments’ link.

Answer the following questions, note that some answers may be given in point-form or in a table format.

Part A   (Module 3 – Occupational Health Methods)

  1. There are five main reasons that would trigger an occupational hygiene assessment in a workplace. Using a hospital’s histology laboratory as an example, explain how these reasons would apply to this occupational setting.  (Note: a histology lab would use chemicals such as formaldehyde, toluene, and xylene)
Five Main Reasons Explanation
1.      To carry out qualitative and quantitative assessment of workplace health hazards

 

 Reason being any exposure of the chemicals used in the histology lab such as formaldehyde, toluene, and xylene
2.      To determine whether exposure to a particular hazard is in compliance with exposure limits

 

  
3.      To relate health effects with exposure to specific hazards

 

  
4.      To evaluate the effectiveness of exposure controls

 

  
5.      To obtain exposure information for health research or epidemiological studies.

 

  

 

  1. Name and briefly describe two commercially available DRI products that are used for workplace carbon monoxide sampling; your answer is required to include the following: product/brand name, product model, a brief description of the type of DRI sensor used, detection range, and the product specification websites. (Note: research on the internet is needed to obtain information of instrument via manufacturers/suppliers internet websites)

Part B (Module – 4)

  1. List the seven different kinds of defense mechanisms that are used to protect the respiratory system. For each of these, use three to five sentences to describe the function of each.
Defense mechanisms Functions
The coughing mechanism Helps expel any build-up of harmful substances. When a person experiences an upper respiratory tract bacterial or viral infection such as the common cold, the coughing mechanism starts. In case of mucous build up the body’s natural reflex response will try to cough it up.
Humidification This mechanism allows for compounds to be dissolved in the fluid or humid environment of the respiratory system. Causes harmful substances to be trapped and caught and prevent from moving into other areas. Also causes dust or air particles that are small enough to travel in the air to other areas.
Secretion of mucous If an irritation is to occur the secretion of mucous will start in the respiratory tract. Will also initiate coughing reflex which will then expel or swallow harmful agents. This defense mechanism can also be harmful is large amounts of mucous is secreted which can block the small conducting airways.
Cilia This is used in the conjunction with the mucous secretion. This helps and expels the mucous build-up. The action of the cilia is to move the substance that is trapped in the mucous up and outward the throat area.
Antibodies Destroys harmful substances and micro-organisms. There are also anti-viral substances such as interferon. Which are produced when cells are infected by a virus and have the ability to inhibit viral growth?
Macrophages  
Filtration mechanism  

 

  1. Name the four stages of the respiratory process. Use three to five sentences to describe the functions of each stage.
  2. Explain the following terms; provide at least two to three points for each:
  3. Spirometer
  4. Forced Vital Capacity
  5. FEV
  6. Describe the characteristics of the following chemical gases and vapours with respect to the absorption through the respiratory system and/or the respiratory toxic effects:
  7. HCN
  8. Nitrogen dioxide and sulphur dioxide
  9. Anaesthetic gases
  10. Paraquat
  11. Sulphuric acid
  12. Simple asphyxiants
  1. Define the following terms:
  2. Aerodynamic Diameter
  3. Terminal Velocity
  4. Impaction
  5. Sedimentation
  6. Brownian Motion and Diffusion
  1. Explain the different clearance mechanisms associated with the different regions of the respiratory system.
  1. List the four categories of effects of toxic agents on the respiratory system. Give examples of at least one toxic agent that fall under each category.
Toxic Agents Examples
Acute cell injury Sulphur dioxide
Increase in airway resistance Toluene diisocyanate (TDI)
Disturbances of the mucociliary transport Tobacco smoke
Chronic lung disease Arsenic

 

Part C (Module 5 – Particulates and Solvents)

23 Name and give the definitions of the four types of particulate matters.  In each case describe two industrial processes that generate these particulates

  1. Name the five different factors that influence the movements of particulate matters. In each case, describe a control method best used to minimize the dust exposure caused by such actions.
  1. Name and describe the disease process caused by the exposure of both crystalline free silica and asbestos?
  1. Explain the term “organic dusts”.  Give three examples of such type of dusts and in each case briefly describe the source and health effects of exposure. 
  1. Describe the general occupational health and safety hazards related to the use of organic solvents. Name three organic solvents and for each named solvent, the common usage in industries.
  2. Given these two organic solvents: methyl ethyl ketone (MEK) and benzene. Find out the six solvent properties described in Lesson 5.4 for each and list them in a table format.  Give your reasons as to why one is preferred over the other from an occupational health and safety standpoint.  You’re required to provide the references that give you the information.  (Hint: the Internet has numerous resources to obtain the data for these solvents; however, you’ve to ensure that the sources are credible and that the information is current)
  3. Name the two most common health effects caused by organic solvent exposure. Provide the name of five organic solvents and indicate their respective health effects related to occupational exposure.
  1. Name and describe the characteristics of the two classes of respiratory protective equipment. Explain the basic difference in respiratory equipment designs regarding protection against particulate matters and solvent vapours.

 

Part D (Module 6 – The Skin and Eye)

 

  1. Briefly explain why the skin and eye are two vulnerable organs of the human body with respect to occupational health.

 

  1. Briefly describe the meaning of these terms:
  2. Stratum corneum
  3. Sloughing process
  • Melanin
  1. Describe the five components of the dermis layer of skin. Briefly describes the important function of each from the health and safety standpoint.
  1. Explain the factors that affect the skin as a route of absorption and excretion of chemical exposure.
  1. What are the four main classifications of occupational skin diseases? For each class, give two examples of such disease and the workplace exposures causing such diseases.
  1. Explain the difference between irritant contact dermatitis and allergic contact dermatitis. Give examples of agents (at least three) that cause each of these two types of skin disorders.
  1. Briefly describe the four different types of eye hazards. For each type, give at least one example of such hazard in a workplace.
  1. Briefly describe, using three to four points, the meaning of each of the following terms and their significance in occupational health:
  2. Dermatitis
  3. Erythema
  4. Chloracne
  5. Miliaria
  6. Photosensitization
  7. Glaucoma
  8. Conjunctivitis
  9. Welder’s flash
  10. Blinking reflex
  11. Lacrimal glands

Describe the control measures that are common to both occupational skin and eye hazard exposure. Your answer should highlight the unique control measures that apply to skin and eye hazards respectively.

Critically discuss – Would customers’ full knowledge that the sub-brands are both owned by Unilever affect perceptions of the sub-brands and purchase intentions?

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Not many Dove customers or Axe customers are aware that both brands are owned by a single (umbrella) parent brand (Unilever), and bonded by the mission statement  – ‘Adding Vitality to Life’.

Critically discuss – Would customers’ full knowledge that the sub-brands are both owned by Unilever affect perceptions of the sub-brands and purchase intentions?

Individual case study analysis

Word limits

  • Written analysis guided by specified case questions: 500 – 600 words, excluding references and appendices (electronic copy to Canvas).

Marks & feedback returned to students

Assignment task

The goal of this assignment is to assess your ability to apply marketing knowledge you’ve studied on your course to problems and scenarios concerning real brands. The assignment involves undertaken two case study analyses at the times dates specified in the Indicative Teaching Schedule. You are assessed on two components: (i) the quality of your written response to assigned case question(s), and (ii) active participation in an in-class discussion on the assigned case.

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What vehicles would you recommend to the couple to optimise their financial resources? Explain fully what options the couple have and what your recommendations are.

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Host School of the module: Finance and Accounting.

Coursework Title

James is 35 years old and has recently got married to Jane; the couple have a child, Julie. They live outside London in a property worth £1,000,000, with a mortgage of £400,000. They do not plan to move in the near future. James is paid £100,000 per year, and they are unsure whether Jane will go back to work after her maternity leave. She used to earn £35,000 per year.

They also have £75,000 in pension plans and an additional £300,000 in various investment accounts, in joint names. These investments are a combination of cash (5%), corporate bond funds (35%) and equity funds (60%). James feels that returns have been too low, and would like to achieve higher returns, while maintaining a degree of liquidity for future expenditure.

He is willing to consider riskier investments.

  1. a) As their wealth manager, what further information would you require from James and Jane with respect to their investment objectives and constraints? (15 marks)
  2. b) How would you assess the couple’s joint risk appetite in the light of James’ willingness to consider riskier investments? (15 marks)
  3. c) What vehicles would you recommend to the couple to optimise their financial resources? Explain fully what options the couple have and what your recommendations are (50 marks)
  4. d) Explain how the couple can assess the performance of their investments (10 marks)

10 marks for presentation

Maximum word count: 2500, excluding Abstract and References section

Credit will be given for effective planning, analytical ability, depth of analysis, awareness of the strengths and limitations of the information produced, logical flow of ideas, relevance and well written presentation. Students must demonstrate relevant skills in utilizing the Bloomberg database to undertake research or conduct an exploratory study in the area of banking.

Coursework criteria: assignment weighting.

Evidence of extensive and appropriate reading 20
Evidence of understanding the key issues 40
Critical reflection and relation of theory to practice 10
Relevance of materials and appropriate referencing 20
Overall presentation 10

 

Coursework presentation:

  • An electronic copy of your assignment should be submitted in Word format via the module Blackboard site.
  • The assignment should be properly labelled with your last name and student ID
  • The coursework should have a cover page, which includes the Module title and code and word count.
  • The coursework must not be longer than 2,500 words (excluding reference list and cover page)
  • Use font size 12 Arial and 1.5 line spacing.
  • Upon submission, the assignment will be checked via Turnitin for plagiarism.

Referencing requirements for assignments.

Statements, assertions and ideas made in coursework should be supported by citing relevant sources. Sources cited in the text should be listed at the end of the assignment in a reference list. Any material that you read but do not cite in the report should go into a separate bibliography. All referencing should be in Westminster Harvard format. If you are not sure about this, the library provides guidance (available via the library website pages).

The pass mark for the module is 50%. To pass overall, the minimum mark for each assessment is 35%. (If your mark for an assessment is under 35%, you will be required to complete a referral assessment and your mark for that will be capped at 50%).

Difficulties in submitting assignments on time.

If you have difficulties for reasons beyond your control (e.g. serious illness, family problems etc.) that prevent you from submitting the assignment, make sure you apply to the Mitigating Circumstances board with evidence to support your claim as soon as possible. The WBS Registry or your personal tutor can advise on this. 

Submitting your coursework – checks.

You must include your name, student ID and word count on the first page of your assignment.  Unless indicated otherwise, coursework is submitted via Blackboard. On the Blackboard home page for the module you will find a button on the menu called “Submit Coursework”. Clicking this will take you to the submission link.

At busy times the coursework submission process may run slowly. To ensure that your submission is not recorded as a late submission, avoid submitting very close to the deadline. To submit your assignment:

  1. Log on to Blackboard at http://learning.westminster.ac.uk;
  2. Go to the Blackboard site for this module;
  3. Click on the ‘Submit Coursework’ link in the navigation menu on the left-hand side;
  4. Click on the link for the assignment;
  5. Follow the instructions.

REMEMBER: It is a requirement that you submit your work in this way. All coursework must be submitted by 13.00 (1.00 pm) UK time on the due date. If you submit your coursework late but within 24 hours or one “working” day of the specified deadline, 10% of the overall marks available for that assessment will be deducted as a penalty for late submission, except for work which is marked in the range 50-59%, in which case the mark will be capped at the pass mark (50%).

If you submit your coursework more than 24 hours or more than one “working” day after the specified deadline you will be given a mark of zero.  The University’s mitigating circumstances procedures relating to the non-submission or late submission of coursework apply to all coursework. If you are unclear about this, speak to your class leader or module leader.

Academic integrity.

What you submit for assessment must be your own current work. It will automatically be scanned through a text matching system to check for possible plagiarism. Do not reuse material from other assessments that you may have completed on other modules. Collusion with other students (except when working in groups), recycling previous assignments (unless this is explicitly allowed by the module leader) and/or plagiarism (copying) of other sources all are offences and are dealt with accordingly. If you are not sure about this, then speak to your module leader.

University of Westminster Quality & Standards statement:

Plagiarism is a particular form of cheating. Plagiarism must be avoided at all costs and students who break the rules, however innocently, will be penalised. It is your responsibility to ensure that you understand correct referencing practices. As a University level student, you are expected to use appropriate references and keep carefully detailed notes of all your sources of material, including any material downloaded from the www.

Plagiarism is defined as submission for assessment of material (written, visual or oral) originally produced by another person or persons, without acknowledgement, in such a way that the work could be assumed to be your own. Plagiarism may involve the unattributed use of another person’s work, ideas, opinions, theory, facts, statistics, graphs, models, paintings, performance, computer code, drawings, quotations of another person’s actual spoken or written words, or paraphrases of another person’s spoken or written words. Plagiarism covers both direct copying and copying or paraphrasing with only minor adjustments:

  • A direct quotation from a text must be indicated by the use of quotation marks (or an indented paragraph in italics for a substantive section) and the source of the quote (title, author, page number and date of publication) provided;
  • A paraphrased summary must be indicated by attribution of the author, date and source of the material including page numbers for the section(s) which have been summarised.

Is “Flight” about a boy’s maturation into manhood and an exploration of the significance of that ?

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Is “Flight” about a boy’s maturation into manhood and an exploration of the significance of that ?
-what is the significance/role of Pepe’s father?
-what is Pepe’s relationship to his father through the story?
-Does Pepe reach manhood?

Is the personal cost too high in terms of the dilemma of dealing with one’s own family issues while trying to meet the time and stress demands of leadership?

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Using the books –
Focus: Elevating the Essentials for School and District Improvement by Mike Schmoker.

and
District Leadership That Works: Striking the Right Balance

Write a paper giving your answers to the following school leader dilemma questions. The paper should be double spaced, 12 point font, Calibri, one inch margins. For each answer site at least one source with page number.

Dilemmas in Schools

1. Centralized v. Decentralized Decision-making

Is it best to centralize and ultimately control the process or is it best to decentralize and empower others to assume responsibility?

2. Personal Life v. Professional Life

Is the personal cost too high in terms of the dilemma of dealing with one’s own family issues while trying to meet the time and stress demands of leadership?

3. Truth v. Varnished Truth Is it sometimes better and more humane to tell a half- truth rather than the whole truth to protect faculty interests and school building leadership as well as well as the school district one represents?

4. Creativity v. Discipline of Thought

Is it possible to provide a greater latitude of freedom for some school building leaders yet maintain structure for others who need it within a climate of collegiality?

5. Trust v. Change Does implementing even the smallest of change frequently result in suspicion of your motives as a leader?

6. Leadership v. Management

Is it critical to understand the difference between leadership and management and be able to put into practice one or the other when necessary?

7. Long-term goals v. Short-term results

Is it critical for superintendent job security to focus on short-term improvements in areas like student achievement test scores rather than implementing comprehensive quality student-centered programs.

8. Motivation v. Manipulation

As superintendent are you authentically motivating your teams to accomplish district goals or are you really manipulating people to get the results you deem most appropriate for your own survival?

9. Independence v. Dependence

Do you readily, and too often accept, the role of district problem-solver and decision-maker or do you facilitate others to solve their own problems so as to foster less dependence on you as the district decider?

10. Conflict v. Consensus

Is it best for the superintendent to promote consensus decision-making on the part of district teams or is it best to support dynamic tension that results in conflict but more meaningful problem resolutions?

11. Commitment v. Compliance

Is it possible to achieve commitment during times of change that foster compliance given the bureaucratic nature and hierarchical chain of command of contemporary school systems.

12. Problems v. Predicaments

Is the public we serve able to understand that several contemporary educational problems are really systemic predicaments that are more universal in nature than easily solved at the local level.

Critically analyse the economic impact of ‘Brexit’ (Britain’s exit from the EU).

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Critically analyse the economic impact of ‘Brexit’ (Britain’s exit from the EU). Brexit means that the UK will be breaking away from its main trading partner; The European Union and will therefore no longer benefit from the free trade deals within this trading bloc. Although this is causing much uncertainty and disruption, there could potentially be the opportunity for the UK to negotiate new or revised economic partnership agreements (EPA) or trade deals with those outside of the EU. Using the UK and one non-EU member state from the list below, discuss the economic implications of Brexit for these two countries, including: trade relations, FDI inflows and outflows, as well as each country’s economic growth forecasts, to assess the economic activity for these two countries as a result of Brexit.

Please, SELECT ONLY ONE of these non-EU member states listed below to discuss alongside the UK to use as discussion for in your essay. All of the countries below have signed trade deals with the UK, which will come into effect after Brexit. PLEASE CHOOSE ONLY ONE OPTION OUT OF THE FOUR TO USE AS TOPIC DISCUSSION FOR MY ESSAY. I PROVIDED THE FOUR SO THAT MY WRITER CAN FREELY PICK THE MOST SUITABLE OPTION FOR GREAT ANAYLYSIS.

• Morocco (signed trade deal with UK on 26th October 2019). In 2018, total trade between the UK and Morocco was worth £2.5
• Central America (signed trade deal with UK on 18th July 2019). Total trade between the UK and Central America was worth £1.1bn in 2018
• Norway and Iceland (signed trade deal with UK on 2nd April 2019) According to the ONS, total trade between the UK and Norway and Iceland was worth £30.6bn in 2018
• South African Customs Union and Mozambique (signed 9th October 2019) Trade between the UK and Southern African Nations was worth £10.2bn in 2018

Critically evaluate the corporate governance structure of Barclays bank Plc and implement the ‘Comply or Explain’ principle of the UK Corporate Governance Code 2018 in relation to ‘board composition and effectiveness.

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Critically evaluate the corporate governance structure of Barclays bank Plc. In your answer,

1 – you are required to examine how Barclays Bank Plc implement the ‘Comply or Explain’ principle of the UK Corporate Governance Code 2018 in relation to ‘board composition and effectiveness,

2 – The role of board committees, risk management, remuneration and relations with shareholders’.

You are required to use relevant authorities to write a 1500 words critique. Word count excludes references and bibliography. Ensure all references are OSCOLA compliant

Conduct a one-way ANOVA on both Anxiety and Performance using Sound as the independent variable.

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PSY 520 SPSS Assignment 2

Before you begin the assignment:

  • Read Chapter 14 in your Beginning Behavior Research: A Conceptual Primer textbook and Chapter 13 in your Discovering Statistics Using IBM SPSS Statistics
  • Review the video tutorial for an overview of conducting ANOVA analyses in SPSS.
  • Download and open the Test Performance SPSS data set.

An overview of the data set:

This data set represents hypothetical data from a study that examined how background music affected performance on a math test. Specifically, participants were randomly assigned to take a general math test with rock music, classical music, or white noise playing in the background. Further, participants were classified as being either high or low in math experience based on the number of college math courses they had taken.

Here is some more information about the variables in this hypothetical data set:

  • Number: The ID number of the participant
  • Sound: The type of background music participants heard while taking the test; 1 = rock, 2 = classical, and 3 = white noise
  • Experience: Participants who had taken three or more college math courses were classified as being high in math experience, whereas participants who had taken fewer than three were classified as being low. 1 = high and 2 = low
  • Anxiety: Anxiety during the test, with possible scores ranging from 0 to 50. Higher scores indicate higher levels of anxiety
  • Performance: Performance on the general math test, with possible scores ranging from 0 to 100. Higher scores indicate better performance on the test

Questions:

1) Describe in your own words what type of research situations call for a researcher to use an ANOVA analysis.

Type answer below:

2a) Use the Compare Means function (AnalyzeàCompare MeansàMeans) to compare the means of the three Sound conditions on Anxiety and Performance.

Paste output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

3b) Based on these results, on which variable does it most appear there might be significant differences based on the Sound condition?

Type answer below: 

4a) Conduct a one-way ANOVA on both Anxiety and Performance using Sound as the independent variable. That is, conduct two separate one-way ANOVAs, one with Anxiety as the dependent variable and one with Performance as the dependent variable.

Paste the output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

5b) Based on these results, were either of your ANOVAs significant? How can you tell? Use a cutoff level of .05 for your decision.

Type your answer below:

6a) Remember that in a one-way ANOVA, we are only looking at the impact of one variable on the dependent variable. Factorial ANOVAs, on the other hand, assess the impact of multiple independent variables. Conduct a factorial ANOVA on Performance using both Sound and Experience as independent variables. Be sure to choose the option to view the estimated marginal means for all of your main effects and interactions—this will allow you to more easily interpret the results.

Paste your output for only the Test of Between-Subjects Effects below:

7b) Write the results of the ANOVA. For help, refer to this document.

Type answer below:

Compute the projected sales, cost of products sold, gross profit, and gross margin (gross profit as a percentage of sales) of each firm for Year +1 through Year +5.

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For this practice activity, we will use the End of Chapter exercise from pp. 703–704: “10.11 Identifying the Cost Structure and Projecting Gross Margins for Capital-Intensive, Cyclical Businesses.” This includes the AK Steel case study. After reading the case study, answer questions A–D below. Refer to the textbook and other course materials to support your responses.

  1. Cost Structure: Compute the cost structure for each firm. You will need to calculate three variables for both companies:
  2. Variable Cost per Dollar of Sales = Change in Cost of Products Sold / Change in Sales:
  3. Total Variable Cost = Variable Cost per Dollar of Sales * Sales:
  4. Total Fixed Cost = Total Cost of Product Sold – Total Variable Cost:
  5. Structure of Manufacturing Cost: In one paragraph, compare the structure of manufacturing costs for each firm:
  6. Projected Financial Information: Compute the projected sales, cost of products sold, gross profit, and gross margin (gross profit as a percentage of sales) of each firm for Year +1 through Year +5. Using the table below or a similar spreadsheet is recommended.
AK Steel Year +1 Year +2 Year +3 Year +4 Year +5
Sales          
Less Cost of Product Sold: Variable Cost (0.568 of Sales)          
Fixed Costs          
Total Costs of Products Sold          
Gross Profit          
Gross Margin %          
 
Nucor Year +1 Year +2 Year +3 Year +4 Year +5
Sales          
Less Cost of Product Sold: Variable Cost (0.613 of Sales)          
Fixed Costs          
Total Costs of Products Sold          
Gross Profit          
Gross Margin %          

 

  1. Gross Margin Comparison: In one to two paragraphs, explain why the levels and variability of the gross margin percentages differ for these two firms for Year +1 through Year +5. Provide an example comparing the effect of the change in gross margin. (For example, if gross margin changed from 25% to 35%, what would it mean for each company?)

Describe or critique current corporate strategy issues within the organization and present valuable solutions that could resolve the issues.

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Corporate Strategy

Write about a corporate strategy of an organization (could be one you are part of). Describe or critique current corporate strategy issues within the organization and present valuable solutions that could resolve the issues. The desired outcome, from your proposed solution to the corporate strategy issues, should fit into the organization’s corporate goals and objective.

A brief half page about what you want to write about is required to be submitted to the professor for approval before starting on the paper. Final paper should be 10 – 15 pages.

Paper focus on lessons from class and textbook.

Course Textbooks
Joan Magretta. Understanding Michael Porter. Boston: Harvard Business Review Press, 2012

Richard P. Rumelt, Good Strategy Bad Strategy. New York: Crown Business, 2011