Risk Assessment of Malathion Pesticide

Our city of Genericville is in a dilemma that is similar to the one faced yearly by numerous other communities. How does the city council strike a common ground between the problem of mosquitoes and its related ailments such as West Nile Virus with the impending health and environment effects due to the use of the Insecticide spray, Malathion? This paper presents the evaluation of the risk in using Malathion based on four-step risk assessment criteria to support my decision against its use in the city of Genericville.Advertising We will write a custom essay sample on Risk Assessment of Malathion Pesticide specifically for you for only $16.05 $11/page Learn More The first step is hazard identification. This appertains to the evaluation of the potential health risks that may result due to contact with Malathion. Spraying the area with this pesticide may yield to some undesirable health problems. More research ought to be devoted on the appropriate options of dealing with the problem of mosquitoes, which can transmit the deadly West Nile Virus (WNV). Are the hospitals in this city prepared enough to deliver treatment to individuals facing health problems due to spraying of Malathion if the council were to adopt the application of this pesticide throughout the city? Even though Malathion is toxic, a regular hospital is capable of treating its effects. According to The Agency of Toxic Substances and Disease Registry (2009, para.5), it states that â€Å"exposure to very high levels of Malathion for a short period in air, water, or food may cause difficulty in breathing, chest tightness, vomiting, cramps, diarrhea, blurred vision, sweating, headaches, dizziness, loss of consciousness, and even death.† The second step is dose response. This appertains to the level of exposure of Malathion in association to its adverse health effects. At low concentrations, Malathion may cause side effects such as â€Å"sweating, weakness, loss of a ppetite, nausea and vomiting† (Agency of Toxic Substances and Disease Registry, 2009). At high concentrations, it yields to â€Å"coma, anxiety, abdominal cramps, and convulsions.† The extent of manifestations of the symptoms depends on the level of exposure to the pesticide. Efforts should be made in controlling these side effects regardless of whether the extent of exposure to these doses is in small or high amounts. The third step in risk assessment of Malathion pesticide is exposure. This involves the quantity, frequency, and the period of exposure to this deadly pesticide. The extent of contact with Malathion in food and the atmosphere varies in the U.S depending on diverse modes of its application.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some states apply this pesticide to treat its residents while others apply it to guard their plantations from destruction by i nsects. The people staying near areas where Malathion is used are more susceptible to exposure. People are exposed to Malathion residues either through direct contact with Malathion plants or consumption of these plants. The period of exposure to this pesticide, can extent for as long as seven days. Even with adequate education to increase the pubic awareness of the exposure times, it is not realistic to consider its contact with humans impossible. Sprays of Malathion pesticide are often administered in climates that most of the times are hot and are breeding places for insects. This makes humans to be at high risk of exposure to this pesticide. Malathion degrades very fast, hence it is mostly used during the hot season, including during summer all across the United States. The last risk assessment step is risk characterization. This involves gauging whether some people in the population are at high risk than others. People who seldom follow precautionary principles when dealing wit h Malathion are more susceptible to its adverse health effects. The people working in the agricultural fields or other prone areas are at high risk of exposure to this pesticide than the people in the city. This implies that the workers who are actually spraying this pesticide are more susceptible to harm. The Environment Protection Agency has come up with measures to control the level of exposure of this harmful pesticide to humans (2009, para. 1). It has been mandated with the task of re-evaluating the chemical agent to ascertain its safety for use throughout this country. In summary, I would vote against the implementation of the use of Malathion in the city of Genericville since there is enough evidence to prove that this antidote is detrimental to the human life. As much as we should keep our city free from invasion of these insects, perhaps we can think of adopting other methods of achieving this; for example, using the natural pesticide ‘’pyrethrum† that is capable of controlling mosquitoes with no adverse environmental or human health effects (Sinclair Pressinger, n.d). Regardless of the fact that many cities across the United States have implemented its use, it is my strong conviction that we can control the invasion of these insects by education the residents of this city together with our visitors. All of us have to come to terms with the reality that we are not secluded in this ecosystem. My judgment may be harsh to some of the council members, but it is in order for us to consider all the economic, ecological, and social aspects before implementing the use of Malathion in this unique city. Reference List Sinclair, W., Pressinger, R. (n.d). Malathion Medical Research. Retrieved from https://chem-tox.com/malathion/research/Advertising We will write a custom essay sample on Risk Assessment of Malathion Pesticide specifically for you for only $16.05 $11/page Learn More The Agency of Toxic Substances a nd Disease Registry. (2009). Toxic Substances  Portal-Malathion. Retrieved from https://www.atsdr.cdc.gov/toxfaqs/tf.asp?id=521tid=92#bookmark05 The environment protection agency. (2009). Malathion for mosquito control. Retrieved from https://www.epa.gov/pesticides This essay on Risk Assessment of Malathion Pesticide was written and submitted by user Gwendolyn F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Review for essays

Review for essays Review of Run For Your Wife The play Run For Your Wife, written by Ray Cooney and directed by Mackey Skinner, touches on bigamy and homosexuality in a comical way. Performed beautifully by The Baytown Little Theatre and produced by special arrangement with Samuel French, Inc., the production runs weekends from June 10th through June 25th at 8:00 p.m. Run For Your Wife is a farce written about a likable, British man (John Smith) married to two women (Mary and Barbara) at the same time; however, neither wife knows about the other. Each wife lives in a London flat on opposite sides of town with their husband, who drives a taxi, and works odd shifts. All the little white lies unravel when John helps rescue an elderly woman during a mugging. Press, publicity, detectives (Troughton and Porterhouse) and an upstairs neighbor (Stanley Gardner) add to the chaos of Johns rapidly disintegrating secret. The play Run For Your Wife sheds light on bigamy and deception in a humorous way. It also reveals how one little white lie can turn into many white lies. John Smith, played by Jason Howard, is a man easily swayed in matters of the heart. He is eager to please, and can not say no easily. In Act I, during a scene between John and Stanley Gardner, Stanley asks John why he married Barbara, knowing he was already married to Mary. John replied, Because she asked me, with a coy look on his face. John probably would have continued to be married to both women un-noticed and as scheduled if an accidental mugging hadnt occurred. The character Stanley Gardner was played perfectly by Jeff Coletta, a local college student. The actor portrayed an uneducated, single white British man who envied his neighbor of his simple married life. Little did he know that his neighbor, John Smith, was married to two really different women, and lived two different lives. The timing, s...

Would You Rather, an Icebreaker Game for Adults

Would You Rather, an Icebreaker Game for Adults This party game is perfect for use in the classroom, at a seminar or workshop, or any gathering of adults. Its easy and lots of fun. Would you rather be bald or completely hairy? Give your students impossible questions to answer and help them ease into learning together. Why Use Ice Breaker Games? Icebreakers are important tools for teachers of adults.  If youre teaching adults, you know they learn differently than children. They come to the classroom with a lot of life experience, some more than others, of course, and some of them bring wisdom, too, depending on their age. When you begin a new class or start a new lesson, an icebreaker game can help your adult students feel more comfortable participating by getting them to laugh, helping them to meet fellow students, and relaxing everyone. Have fun. People engage in learning more quickly when the experience is fun. Starting a session or a lesson plan with an icebreaker can help your adult students focus on whatever you have gathered to learn. Instructions The game takes 30-60 minutes, depending on the size of the group. Break large groups into smaller groups by counting off if you have less time for this exercise. Give the participants a minute to think of a Would You Rathe question. Give some examples. There are published Would You Rather books and game cards available for sale if you have the budget to purchase them, but once you get going, you can easily make questions up yourself. If your group does not seem creative at all, you can always print handouts with question ideas and let your students choose from the list. Introduce yourself and ask the first person your question. Example: My name is Deb, and I want to know if you would rather speak to a large group or hold a snake. After the person answers, he or she should give their name and ask the next person their question. And so on. Save time for laughter and explanations if appropriate! Depending on the purpose of your class or meeting, ask participants to come up with a meaningful or thought-provoking question. If you use this game as an energizer, encourage people to just be silly. Debriefing Is Not Necessary No debriefing is necessary unless you’ve asked the group to come up with questions related to your topic. If so, some of the choices probably inspired some remarkable responses. Choose a few to discuss further or to use as a lead-in to your first lecture or activity. This icebreaker game makes a good warm-up exercise for adult education lesson plans. Would You Rather Ideas If you need some questions to get the game rolling, start with these and see if they inspire others: Would you rather play Monopoly or chess?Would you rather have super hearing or x-ray vision?Would you rather be good at drawing or singing?Would you rather be a cat or a fish?Would you rather be Catwoman or Wonder Woman?Would you rather babysit a couples child or their dog?Would you rather go one year without TV or without reading books?Would you rather attend a big party or have an intimate dinner with a few friends?Would you rather lose your hearing or lose your sight?Would you rather be able to breathe underwater or fly?

Essay 4 Example | Topics and Well Written Essays - 1000 words - 1

4 - Essay Example Aptitudes that apply to numerous various types of parts are known as transferable or delicate abilities. Ponder a few errands which happen on an ordinary working day. You may have exhibited your exploration in a Graduate class, which serves to sharpen your relational abilities. You may take a shot at a provision for a travel gift, providing for you some knowledge of securing and financing for your examination experience. On the other hand perhaps you persuaded your administrator to set aside a few minutes to peruse a paper you wish to submit for distribution, therefore utilizing arranging aptitudes (Webcache.googleusercontent.com, 2014) (BusinessDictionary.com, 2014) Transferable aptitudes can likewise be produced outside of a scholarly setting. Consider a portion of the exercises you get included within your extra time. Contemplate the sorts of obligations that individuals in more senior positions have – both in a scholastic environment and non-scholarly parts – assignments, for example, overseeing staff, getting financing or plan approbation, creating associations with outside contacts, etc. These all oblige certain levels of supposed transferable aptitudes like correspondence, association, arrangement, and so forth. When you want to make your next profession move, not just will you need to persuade potential superintendents that you have these transferable aptitudes, you will likewise need to utilize these abilities consistently with a specific end goal to succeed in your picked career. For a few professions, particularly in the event that you are considering moving out of the scholastic environment where your work is less incli ned to be well-known, transferable abilities can get much more critical to the accomplishment of your requisition. Superintendents anticipate that you will have to show a number of accompanying groups living up to expectations, energy and drive, interpersonal and relational abilities and

Retail Brands Case Study Example | Topics and Well Written Essays - 2000 words

Retail Brands - Case Study Example It is a leading retailer in food, clothing and home-ware and financial services, in operation since 1884. Zara is a leading Spanish Flagship Chain Store that deals in Women and Men's clothing. It opened its first store in 1975 and since then has taken retail fashion by storm. It is one of the largest brands, by the Inditex Fashion Retail Group, that has 723 stores in 56 countries making sales of Euro 3.8 billion (India Supply Chain Council, 2006). Zara's fashion is based on imitation; it copies designs from the catwalk and other spots and brings them to their customers at low prices in as little as a couple of weeks. Marks and Spencer's average customer is mainly women aged between 35 and 54. They are wealthy and have an active lifestyle. They are also family-oriented and are open to trying new things (MMC Consultancy, 2004). Zara's average customer is aged between 15 to 30 years of age. They are fashion-focused and have a desire for high-end fashion. The average customer is an urban woman who is not necessarily exceptionally wealthy and looks for trendy clothes in reasonable prices. (Nidasio G., 2007) It was assumed that Marks and Spencer would do better with 70% of the stores being refurbished. Their strategy to increase market share for the past three years has been the same. This year, and the last, they still managed to come back at a higher position (after their big downfall till 2004). It is one of the few retail stores in the UK that managed to increase their market share in 2007, with high interest rates and low consumer confidence. Zara's position in the retail market has always been a leading one. This year was no different. It increased profits by expanding to into more territories. It hold a stronger position in the fashion retail industry than many other foreign labels. Sales, Profit and Market Share Marks and Spencer's sales turnover, for the year ended 31 March 2007, was Pound 8,588.1 million. The sales breakdown for 2006/2007 was as follows: Clothing was at Pound 3,570,900 and Home was at Pound 431,900 (with the rest accounting for Food and International slaes). The profit before tax was Pound 1,007 million, which was a 4.3% increase. According to Stuart Rose, Chief Executive of M&S, sales fell by 2.2% by the end of December, during Christmas season. The market share for women wear fell during Christmas time also. However, the sales in UK rose by 9.7%. The market share held by clothing and footwear in 2007 was at 11.1%. (TNS WorldPanel Fashion,Your M&S, 2008). Zara, on the other hand, has a very high product turnover. It makes more than 11,000 products annually. The annual report of Zara (Inditex) for the fiscal year 2006 covers all activities from February 2006 to January 2007. Zara opened 138 new stores during the past year, increasing its selling area by 15%. The sales were an increase of 21% at Euro 5,352 million. It earned net profit of Euro 1 billion (Safe G., 2007) an increase of 25%, was in contrast to last year's profit. The sales in Europe, with exception to Spain, were 40.6% of the total (Inditex Annual Report, 2007). Store Design Zara's typical store is a principally white, modern and spacious store; it is bright and has

A Narrative Structure The Eyes to Someone Elses Life :: essays papers

A Narrative Structure The Eyes to Someone Elses Life There are many literary means, available to an author, which offer insight into a realm, which is unknown to the target audience. For an author, deciding the vehicle of expression and description is perhaps the most significant factor in the success of a literary work. Narrating allows a writer to provide personal account and persuade the reader without the use of outside facts or incidence. In â€Å"Leaves from the Mental Portfolio of an Eurasian,† Sui Sin Far utilizes the technique of first person narrative, in the form of flashbacks, in order to establish credibility and to invoke an emotional response from her readers. Truly, this decision offers support to the themes Far wishes to convey. By incorporating stories from her own personal experiences, Far appeals to the desire for individuality and personal identity, which we all harbor. The first words written by Far display an imagery of looking back into her past at the moments that seem to dominate her memories. She begins the narrative with a vision of herself at the age of four. At this young age, Far remembers â€Å"the day on which [she] first learned that [she] was something different and apart from other children† (Sui Sin Far, 833). Even at this young age the word ‘â€Å"Chinese†Ã¢â‚¬â„¢ (Far, 833) appears to have negative connotations, regardless of the true meaning. For the first time, but not for the last, Far has been made to see herself as less of a person than those who do not have Chinese in their blood lines. Young children are easily influenced and tend to be filled with an immense amount of curiosity. For Far, the idea of being Chinese meant nothing until her surroundings began to develop around her nationality alone. Far manages to amplify emotions by illustrating them in a heightened sense. The use of childhood flashbacks allows the audience to experience the detrimental effects of racism and ignorance through the innocent and uniformed eyes of a young child. Adults have grown up in a cynical world and have been cultured in a society of inequality and injustice. If Far had chosen to speak of experiences of racial injustice suffered in her adult life, then the work would have far less emotional appeal on the audience.

The Marvels of Intellect and Creativity

Several ideas and images sprang to our mind when the name Leonardo da Vinci is mentioned. Most people associate it with famous artworks such as Mona Lisa and The Last Supper while some equate the name to the scholastic concept of the Renaissance man. Numerous accounts demonstrated Leonardo’s contribution in the field of arts and sciences, thus his name become an archetype of a genius. He fascinated the world with his advanced ideas and creative imaginations; moreover, he provided his successors with knowledge and guidelines through his discoveries and achievements. Through his intellect and creativity, Leonardo da Vinci portrayed a significant role in the evolution of modern civilizations. Leonardo da Vinci was born at the dawn of the Renaissance period. The 14th to 16th century was an interesting borderline of the Dark Ages and the Enlightenment Period that inspired Leonardo’s curiosity and observation. The Italian society in his youth was characterized by people with enthusiastic interest in learning and humanism. The concept of humanism during the Renaissance was described by Alfred Burns as â€Å"the growing self-awareness expressed in new styles in art and architecture and in the search for the vanishing intellectual treasures of an idealized classical age† (197). The promotion of humanism and self-awareness brought questions and disagreement in various aspects of society. On the other hand, the pursuance for art and architecture was supported and financed by art patrons, thus ingenious artists were recognized during the Italian Renaissance. One of the recognized advocates of art during the Italian Renaissance was Lorenzo de Medici, who became famous for making Florence a â€Å"community of pleasure† (Taylor 25). Leonardo’s interest in the arts was favored by his time for he was given the opportunity to work with the greatest artists of his era. He worked as an apprentice for Verrocchio and later on he was admitted to be a part of the Guild of Painters (Brown and Rankin 212). His early artworks were commissioned by patrons belonging to religious groups; therefore, it basically consisted of religious icons and commemorative art pieces. The early part of Leonardo’s professional life was spent in Milan, where he worked in the court of Ludovico, duke of Milan. There, he gained extensive experiences and technical skills in designing for the court’s lavish events and occasions. Rachel Taylor used to describe that â€Å"when the wave of Renaissance was crescent in Italy, the powers were five – Florence, Naples, Venice, Rome and Milan – all jealous and splendid† (99). Therefore the city’s excellence also marked Leonardo’s preeminence. During his stay in the court of the duke, he documented his learning and experiences in the field of architecture and engineering by compiling writings and detailed drawings of his designs and ideas. The so-called compilations, which are also referred to as the notebooks and manuscripts, reflected his inquisitive attitude towards the governing principles of matter and knowledge. Aside from Leonardo’s court duties, two of his significant art pieces, the Horse and the Last Supper, were also completed during his stay in the court of Milan. At the fall of the Duke’s power over Milan, Leonardo found his way back to Florence. Not long after this, he worked for Cesare Borgia, a political figure in Italy, as a military architect and engineer (Brown and Rankin 212). Taylor suggested in her book that Cesare’s policies implicated death and violence (350), thus Leonardo considered his return to Florence to work for other patrons. Upon his arrival, he was commissioned to paint the Battle of Anghiari and later on he started working on the famous Mona Lisa. Subsequently, he again visited Milan to work for the French king and according to Brown and Rankin, it was â€Å"a period when he influenced Milanese painting even more than during his early residence there† (212). He moved to Rome and stayed in the Vatican to work for the Pope and later on, he spent his time traveling to various places in Italy. He settled in France, where he spent his last days â€Å"attended by loving friends and at peace, in his chateau of Cloux, near Amboise† (Brown and Rankin 212). The grandeur of Leonardo’s time witnessed the complex transition of the Western civilization. The notion of enlightenment favored and nurtured the formation of Leonardo’s genius, and in return, he endorsed the acknowledgement for man’s potential and power of reason. Various fields of knowledge that benefited from his achievements would include the realms of art, engineering, architecture, mathematics, physics, optics, human anatomy, ornithology and aerodynamics. The Renaissance and its distinguished figures changed and influenced the culture that was formed and influenced by the ancient Greeks and Romans. The society’s classic approach of simply approving or rejecting developing doctrines and customs evolved into a modernistic method that involved analysis and critical thinking. The Enlightenment Period, together with the fame of Humanism, paved the way to scientific revolution. The intellectual reformation is considered as one of the significant events in our history for it influenced and provoked the â€Å"general mind to be more and more preoccupied with the larger problems beyond, which the new knowledge has brought fully into view† (Kidd 1). The transformation was a progressive step to a higher form of learning that encompassed the political, social, economic and religious principles of Western civilization. The propagation of self awareness and modern thinking brought positive and negative changes in the economic and social aspects of the Western civilization. The recognition of artists and notable scholars, as depicted by the fame of Leonardo da Vinci, influenced the flow of trade and commerce. In European countries like Italy, cities such as Florence, Milan and Naples flourished. On the other hand, the method of tax collection was implemented to supervise the increase in trade goods. Movements that aimed for learning and education produced interesting theories and assumptions that motivated man’s quest for truth and expansion of his horizons. The Age of Enlightenment recognized critical thinkers who became famous for contemplating and debating about avant-garde ideas (Hudson 21). Scholars and critical thinkers guided and initiated modern discoveries, inventions and innovations that improved the economy of the Western world. Moreover, political and religious controversies also emerged at the advent of scientific and critical thinking. In Europe, several ranks of power emerged in the form of monarchs, spiritual leaders, merchants and tradesmen, scholars and artisans. The period of enlightenment and the succeeding years depicted a sweeping portrayal of political and religious reformation. The concept of religion was separated from politics because of the humanist principle, which differentiate the distinct boundary between human and divine control. Humanist beliefs and principles intensified but were not universally accepted; therefore it was attacked by counter-arguments that justify the role of idealistic and religious attitudes towards politics. These contrasting views and beliefs about politics and its religious connections were highlighted in the works and theories of several Renaissance philosophers. The Age of Enlightenment introduced several Renaissance Men, who individually imparted significant marvels of intellect and creativity. And as stated by William Hudson, it was as if â€Å"their lives opened itself out to them in all its vast and varied possibilities and they were eager to enter into their great heritage† (7). There are several names from the Renaissance Age that surfaced in the course of evolution and transition of the Western civilization, but the fame of Leonardo da Vinci soared higher than the other for he exhibited exceptional qualities and eccentric fancies. The interesting and unique fusion of excellence in two exclusive areas of knowledge – the arts and sciences, was depicted by his accomplishments as a rational scientist and mystical artist. Leonardo’s paintings and art contributions were highly popular but it is interesting to note that â€Å"there only remain six of his authentic paintings, and two of them were unfinished† (qtd. in Brown and Rankin 211). His study of perspective, examination of proportion and analysis of light and shade were fundamentals of innovative and modern arts. Sketches and details of his fascinating interests were accounted in several of his notebooks entrusted at various European libraries and museums. Some of his notes reflected the complex and controversial topic of dissection, which enlightened basic issues concerning human anatomy. He declared various assertions in human proportion, one of these was his citation that â€Å"the span of a man’s outstretched arms is also equal to his height† (qtd in MacCurdy 217). He delved into unacceptable domains of his time by studying human cadavers in order to understand the unknown; moreover, his philosophy and skepticism reflected the rise of scientific thinking from the unexplained. Scientific observations of his surroundings were recorded together with his theoretical assertions and it anchored the essentials for the study of Botany and Geology. His technical experiences in the field of engineering and physics, together with the application of scientific principles contributed to the development of Western technology. Some of these contributions included his experiences in building war engines, works specializing with hydraulics, and discoveries of possible energy sources. He also provided avant-garde theories in mathematics that foretell the discoveries of modern researchers (Brown and Rankin 211). Leonardo portrayed in his manuscripts an intense fervor for aviation, which was primarily influenced by apparent observation of birds. He documented several notes containing his interest with flight and he called it the â€Å"Treatise on Birds† (qtd. in MacCurdy 211), which he divided into four parts. He continued on studying birds consequently influencing the birth of Ornithology; and at the same time, he persisted on propagating ideas about the flying machine thus providing rough beginnings for Aerodynamics. The quest for knowledge in a creative approach delineates Leonardo da Vinci in a civilization situated between the borderline of savagery and enlightenment. His accomplishments in understanding and in attempting to understand the unknown through scientific approach enhanced the basic political and cultural principles influencing a society. His triumph was earned through the synthesis of intellect and creativity, which encompassed the multiplicity of human civilization. Works Cited Brown, Alice V., and William Rankin. A Short History of Italian Painting. London: J.M.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dent & Sons, 1914. Burns, Alfred. The Power of the Written Word: The Role of Literacy in the History of   Ã‚  Ã‚  Ã‚   Western Civilization. New York: Peter Lang, 1989. Hudson, William H. The Story of Renaissance. London: Casell, 1912. Kidd, Benjamin. The Principles of Western Civilization. New York: Macmillan Company,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1902. MacCurdy, Edward. The Notebooks of Leonardo Da Vinci (Volume 1). New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reynal & Hitchcock, 1938. Taylor, Rachel A. Leonardo the Florentine: A Study in Personality. London: Richards   Ã‚  Ã‚   Press, 1927.