Discuss the pros and cons of thermal treatment of municipal solid waste. Would a waste-to-energy (WTE) plant be useful for your community’s solid waste? Are you in favor of having a WTE plant near your community? Why, or why not?
ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW 

Heather:

Some of the pros of thermal treatment of MSW are disposal of infectious/hazardous materials, energy production and it is an alternative to landfilling the materials. Some cons of thermal treatment are emissions such as dioxin, waste heat, and ash that needs proper disposal. I absolutely believe that a WTE plant would be beneficial in my community if for nothing else but an alternative to the landfill. The electronics recycling company I previously worked for had just begun the process of looking into setting up their own WTE system to produce energy to run the shredder and lower the electricity bill. I no longer work there, so I do not know if they are going to proceed with that, but I hope so. Not only is it a way for the business to save money, but they will no longer have to ship material to other states for WTE and the community can contribute their waste instead of sending it to the landfill. Until about two years ago most of our electricity came from our nuclear power plant. This plant was decommissioned and I’m not sure what has replaced it as far as electricity production.

 

Select any city you wish from the links below. The first category/column is the larger Metropolitan Statistical Area that the cities belong to.  You will just be selecting a single city from this group (aka the second column). For the sake of everyone who will pick the proverbial “low hanging fruit” of the Chicago, I am considering that “off limits” as a choice.

Give me the report on 3 years of the most recent crime data as provided by the following Uniform Crime Report (UCR) charts from the FBI website:

2017 Metro Stats: https://ucr.fbi.gov/crime-in-the-u.s/2017/crime-in-the-u.s.-2017/tables/table-6

2018 Metro Stats: https://ucr.fbi.gov/crime-in-the-u.s/2018/crime-in-the-u.s.-2018/tables/table-6

2019 Metro Stats: https://ucr.fbi.gov/crime-in-the-u.s/2019/crime-in-the-u.s.-2019/tables/table-6

DO NOT simply copy and paste the charts into your report.  Report them as a general narrative. While what want to see are the numbers from the chart (especially in the context of the crime rate/100,000 inhabitants of these areas), you may, and should, report the raw numbers that seem excessively high or low (such as if you area had close to 1000 murders as the Chicago or St. Louis areas do), or if there is an EXTREMELY low number of crime or zero registered crimes in a particular category.  Importantly, I also want to know over this 3-year period if the crime went up or down or stayed stagnant.  For this you should not only report the violent crime and property crime category statistic listed, but also calculate the percentage rise or fall between each of the 3 years. Here is a simple tool for calculating percentage change: https://www.skillsyouneed.com/num/percent-change.html

ALSO IMPORTANT: Not all cities have data reported for all 3 years. Therefore, prior to selecting a city to write on, make sure you have data that comes from the UCR in 2017, 2018, ands 2019

This should be about a page in length and be in a professional style as if it were being read/presented as a press conference on crime in your city. It should be easy to understand to a common citizen while touching on the #’s, rates, and trends for crime over the 3 year period in that community.

Focus System – HEENT /NECK

 

Reflect on the focus area or system(s) for the week.

• What challenges might you anticipate in completing this assessment?
• What differences might you anticipate when assessing patients across the lifespan?
• Share findings from scholarly resources that help in the performance of this assessment.

 

 Question Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)

Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

All instruction requirements noted.

40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.

Meets all requirements within the discussion instructions.

Cites two references.

35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.

Is missing one component/requirement of the discussion instructions.

Cites one reference, or references do not clearly support content.

Most instruction requirements are noted.

31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No references cited.

Missing several instruction requirements.

Submits post late.

27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.

All instruction requirements noted.

40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.

Response is supported by course content and a minimum of one scholarly reference per each peer post.

All instruction requirements noted.

35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.

Missing reference from one peer post.

Partially followed instructions regarding number of reply posts.

Most instruction requirements are noted.

31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Did not follow instructions regarding number of reply posts.

Missing reference from peer posts.

Missing several instruction requirements.

Submits post late.

27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.

All instruction requirements noted.

10 pointsInitial post and peer post(s) made on multiple separate days.

8 pointsMinimum of two post options (initial and/or peer) made on separate days.

7 pointsAll posts made on same day.

Submission demonstrates inadequate preparation.

No post submitted.

6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100 

 Ethics play a vital role in business and in the accounting profession. Here is an opportunity to connect you current learning about inventory with the profession’s commitment to ethics.

EC5: Tiffany Lyons was just hired as the assistant treasurer of Key West Stores. The company is a specialty chain store with nine retail stores concentrated in one metropolitan area. Among other things, the payment of all invoices is centralized in one of the departments Tiffany will manage. Her primary responsibility is to maintain the company’s high credit rating by paying all bills when due and to take advantage of all cash discounts.

Jay Barnes, the former assistant treasurer who has been promoted to treasurer, is training Tiffany in her new duties. He instructs Tiffany that she is to continue the practice of preparing all checks “net of discount” and dating the checks the last day of the discount period. “But,” Jay continues, “we always hold the checks at least 4 days beyond the discount period before mailing them. That way, we get another 4 days of interest on your money. Most of our creditors need our business and don’t complain. And, if they scream about our missing the discount period, we blame it on the mailroom or the post office. We’ve only lost one discount out of every hundred we take that way. I think everybody does it. By the way, welcome to our team!”

Weygandt, J. J., Kimmel, P. D., & Kieso, D. E. (2018). Accounting principles (13th ed.). Hoboken, NJ: Wiley.

 

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