1toxicant Assignment Instructionsfor This Assignment Choose A Toxic A ✓ Solved

1 Toxicant Assignment Instructions For this assignment, choose a toxic agent that interests you (might be naturally occurring plant toxin or venom, or synthetic/industrial). Post your choice in the “You’re your toxic agent choice HERE†forum located below the link to these instructions If your toxic agent of interest is already chosen, please pick another to prevent duplication. If you have any questions about appropriate toxic agents or need help choosing, please contact me! Part 1: Write a 2-3 page (NOT MORE!, excluding reference list) report that includes the following information: 1. The most likely exposure scenario 2.

The most likely route of exposure and target organ 3. Brief description of its toxic effects for the most likely route of exposure a. Be sure to include any dose-response results as well as the target organ(s). b. Include if the material is metabolized, excreted, retained in the body, etc. 4.

How the dose can be minimized or the exposure prevented Please, make sure your report contains all the above information. All information should be correctly and consistently cited using APA format. You try to get a variety of sources, such as government websites as well as non-internet sources, such as books, journal articles, or government reports. You can include graphs and tables, if you wish, to more clearly illustrate your points. If the figures or tables used are from one of your sources, they must be referenced in APA style.

As a note, Wikipedia is NOT an acceptable source. Please use the "turnitin.com" resource provided on the Student Resources webpage to check your work. Post your report in the Toxicant Report assignment (in Topic 12) Part 2: Prepare a FAQ sheet on your toxic agent using the information you collected for your report. The sheet should be 1 page (NOT MORE!!!) and would be something that might be handed out to people who are interested or posted on-line. The content should not be very technical but more of questions that the general public might have about the material.

Please make your FAQ sheet appealing so the readers are motivated to read it. FAQ sheet design will be part of the grade score. A few examples of FAQ sheets are provided below. More detailed instructions are included in the FAQ sheet instructions. 2 Post your FAQ sheet in the Toxicant FAQ forum (above topic 1) Comment or ask questions regarding the FAQ sheets posted by your classmates.

As with the lecture discussions, your responses must be meaningful ( ex: not just “I agree†or “Great ideaâ€). All posts must be submitted Grading: Report: 15 points FAQ sheet: FAQ Discussion: Each meaningful comment, question or answer is wo rth 1 point to a maximum of 5 points. FAQ discussion score is included into the final class participation score and is worth . Chapter 2 • MASS COMMUNICATION EFFECTS: HOW SOCIETY AND MEDIA INTERACT 45 TEST YOUR MEDIA LITERACY WORKING WITH THEORY So far, you’ve seen the application of several of the Seven Secrets, and you might have even asked yourself, which of these is most important? As you work your way through this text, you will likely suspect that the author would put forward Secret 3—everything from the margin moves to the center.

The introduction to this secret notes: One of the mass media’s biggest effects on everyday life is to take culture from the margins of society and make it into part of the mainstream, or center. This process can move people, ideas, and even individual words from small communities into mass society. So if we apply this to the case study that opens this chapter, we are left with the question: Why, after years of neglect, did the press, in all its varied forms, suddenly start paying attention to these accusations and the women making them? (Want to read more on this subject? You can find that here: tag/me-too/.) Why did these stories move to the center? Two of the theories you’ve read about so far could be used to answer this question.

Here is a simplified summary of each: Agenda Setting Critical/Cultural Theory Issues that are portrayed as important in the news media become important to the public. While the media don’t tell people what to think, they can tell people what to think about. This theory asks whether people take their cues from the media as to what the most important stories are that they should attend to. There are serious problems that people suffer that come from exploitation and the division of labor. People are treated as “things†to be used rather than individuals who have value.

You can’t make sense out of ideas and events if you take them out of their historical context. Society is coming to be dominated by a culture industry (the mass media) that takes cultural ideas, turns them into commodities, and sells them in a way to make the maximum amount of money. WHO are the sources? Who were the sources for the sexual harassment and abuse stories? Who was publishing the stories?

Where did the information come from? WHAT are they saying? Read through either the opening vignette or the series of blog posts linked to above. What reasons do the sources give for the sexual harassment/abuse story breaking out when it did? Whom do they say was responsible for this happening?

WHAT evidence exists? What evidence is there for the story spreading because news organizations were interested in making the story spread? What evidence is there for the story spreading because women (and men) who had been abused were willing to speak out? WHAT do you think explains what happened? How would you explain the spread of the story using agenda setting?

Critical/cultural theory? Which do you think does a better job of explaining what happened? Why? gratifications theory views audience members as active receivers of information of their own choosing. Uses and gratifications theory is based on the following assumptions: • Audience members are active receivers who have wants and needs. They then make decisions about media use based on those wants and needs.

For example, in this approach, video games don’t do things to children; children make use of video games. 1 Chapter 2 Mass Communication Effects: How Society & Media Interact 2 Media Coverage of the Rise of #MeToo In 2017, the issue of sexual harassment and abuse moved from margin to center of media reports Accusations against movie mogul Harvey Weinstein brought story to forefront Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, What Had Kept Women’s Stories of Sexual Abuse from Being Published? Women were embarrassed and worried they might have been at fault They still wanted to work where they worked They were worried they might be blacklisted They were afraid they wouldn’t be believed Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Rise of Mass Society Pre 1800s: people in the U.S. lived in rural communities with people of similar ethnic, racial, and religious backgrounds 1800s: Industrial Revolution: people move into cities, live and work with people of diverse backgrounds Media began to replace church, family, and community in shaping public opinion Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Direct Effects Model Fears: direct effects of WWI and WWII propaganda (via media) would be strong Direct effects presumes media messages are a stimulus that leads to consistent, predictable attitudinal or behavioral effects Indirect effects recognizes that people have different backgrounds, needs, values and thus respond differently Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, People’s Choice Study and the Limited Effects Model Lazarsfeld study of voter decision making in 1940 presidential election Opinion leaders (friends and neighbors) more influential than media or campaign Media content and campaign had indirect effect; interpersonal influence was stronger Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, People’s Choice Findings Voters with strong opinions are unlikely to change them Voters who pay most attention to campaign are those with strongest views Most persuadable voters are not informed, not paying attention to campaign, and not influenced by media coverage Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Critical Cultural Model People suffer from exploitation and division of labor People are treated as “things†to be used rather than individuals with value Ideas and events must be analyzed within historical context Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Critical Cultural Model Society is dominated by culture industry (mass media) that turns ideas into commodities and sells them to maximize profits Facts cannot be separated from values attached to them and the circumstances from which these facts emerge (context is everything) Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Types of Media Effects Message effects Medium effects Ownership effects Active audience effects Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Message Effects How are people affected by the content of messages?

Cognitive effects Short-term learning of information Attitudinal effects Changing people’s attitudes about a person, product, institution, or idea Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Message Effects Behavioral effects Inducing people to adopt new behaviors or change existing ones. Much harder than changing attitudes Psychological effects Inspiring strong feelings or arousal in audience members. People often seek feelings such as fear, joy, revulsion, happiness, or amusement Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Medium Effects How does the medium used change the nature of the message and the receiver’s response to the message?

What are the social effects of each medium? “The medium is the message†– Marshall McLuhan Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Media Transformation: From Paper to Electronic Documents Leaking the Pentagon Papers to the press required boxes of documents Edward Snowden’s leak of NSA documents required a flash drive We are undergoing a shift from paper to electronic documents Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Media Transformation: Harold Innis Media have a bias of lasting a long time or being easy to distribute Presence of electronic documents makes leaking them vastly easier Innis inspired McLuhan’s “Medium is the message†The more portable a medium is, the more social it becomes Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Ownership Effects How does ownership affect the media?

Do we get different messages from different owners? How important are the six largest media companies? Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Active Audience Effects Audience members seek out and respond to media for a variety of reasons People can be segmented by geographics, demographics, or psychographics Audience members are selective consumers rather than naà¯ve victims of the media Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Theories of Media and Society Functional analysis Agenda setting Uses and gratifications Social learning Spiral of silence Media logic Cultivation analysis Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Functional Analysis Surveillance of the environment Status conferral Correlation of different elements of society Transmission of culture from one generation to the next Entertainment Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Agenda Setting The media don’t tell the public what to think, but rather what to think about Media sets the terms of public discourse But can media determine what people will care about?

Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Uses and Gratifications Audience members are active consumers with wants and needs Media compete with other sources of gratifications Audience members decide deliberately which choices they will make Judgments on the media should be made based on audience’s perspective Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Uses and Gratifications Possible gratifications: To be amused To experience the beautiful To have shared experiences with others To find models to imitate To believe in romantic love Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Social Learning Albert Bandura: we are able to learn by observing others and the consequences they face Steps of social learning: We extract key information from situations we observe We integrate these observations to create rules about how the world operates We put these rules into practice to regulate our own behavior and predict the behavior of others Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Symbolic Interactionism The process by which individuals produce meaning through interaction based on socially agreed-upon symbols “If men define situations as real, they are real in their consequences†– W.I.

Thomas Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Spiral of Silence People want to see themselves as part of a majority They will remain silent if they perceive themselves as being in a minority This tends to make minority opinions appear less prevalent than they are But some people like having contrary opinions; others speak out because they care Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Spiral of Silence and Social Media Pew Foundation study of people’s willingness to discuss Snowden case on social media found: People are less willing to discuss the case on social media than in person People are more likely to share opinions when they think the audience agrees with them People who won’t share opinion face-to-face are even less likely to do so on social media Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Cultivation Analysis Watching significant amounts of television alters the way an individual views the nature of the surrounding world Can cultivate a response known as the Mean World Syndrome Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, Mean World Syndrome Heavy television viewers are more likely to: Overestimate chance of experiencing violence Believe their neighborhood is unsafe Say fear of crime is a serious personal problem Assume the crime rate is rising Hanson, Mass Communication: Living in a Media World, 7e SAGE Publishing, CMST 432 Media Systems and Communication Technology Recommended Text and Materials Hanson, R.

E. (2018) Mass communication: Living in a media world (7th ed.). SAGE. Recommended Resources for Additional Exploration The Mass Communication student companion website: (Links to an external site.) This site is a particularly good resource for review of course materials. Assignment 1: Media Effects How Media Used Matters--McCain and Obama Speeches Both President Barack Obama and his challenger Senator John McCain were credited with giving excellent speeches on election night 2008. Take a listen to these two speeches, then read a transcript of them.

Which gives you a better sense of what the speech was like? Discuss the different media effects. Write a paragraph. In-text citations and reference lists not required. Assignment 2: Discussion post QUESTIONING THE MEDIA Can you name a story that has become an important issue primarily because it has received extensive coverage from the news media?

What’s an important issue that’s been ignored or not covered enough by the news media? Considering both stories, why was one covered more extensively than the other? Be sure to reference material from the textbook and other sources. Requirements - Each question should be answered in 1-2 paragraphs and should be typed, double spaced with citations. FAQ Sheet Instructions Prepare a FAQ sheet on your toxic agent using the information you collected for your report.

The sheet should be 1 page (NOT MORE) and would be something that might be handed out to people who are interested or posted on-line. The content should not be very technical but more of questions that the general public might have about the material. A few examples of FAQ sheets from are provided. Please, pay attention to the FAQ sheet design and make it appealing to attract and motivate the general public to read it. FAQ sheet design is part of the final score for this assignment.

FAQ Sheet Instructions Some more detailed instructions on preparing the FAQ sheets for your toxic agents. Please, do not use extensive text, but rather bullet point style, so people would be motivated to read rather than overwhelmed by ton of text. 1) The format should be questions with corresponding answers. 2) The questions should be information that someone not familiar with the toxic agent would like to know. You should include questions and answers similar to those below: a.

What is X? i. Include information on the general properties 1. Gas, liquid or solid 2. Odor 3. Color ii.

What are its uses b. How would I be exposed to X? i. Most likely routes of exposure ii. Who is most likely to be exposure (member of general public, worker in manufacturing plant, person applying pesticides, etc.) iii. Specific groups especially at risk (children, elderly, pregnant women, etc.) c.

What are the effects of X exposure? i. Symptoms ii. Effects from human studies/epidemiology if known iii. Molecular mechanisms - in general terms only d. How can I prevent exposure to X? i.

Individual or group prevention (you can include regulatory preventative measures too) e. Where I can get more information? i. The best are government websites such as EPA, ATSDR, CDC, etc. These websites are usually available and easily accessible which may not be the case for other links. 3) The information should not be very technical.

Remember that this FAQ sheet is for a person that has questions or concerns about a specific material and, in many cases, they do not have a science background. You should aim for a high school reading level and any technical terms should be defined in layman terms.

Paper for above instructions

Introduction

Lead is a naturally occurring toxic heavy metal that has been utilized in various industrial applications, such as in batteries, radiation shielding, and paint, among others. Despite its versatile applications, exposure to lead poses serious health risks, particularly among vulnerable populations. This report delves into lead toxicity by examining the most likely exposure scenarios, routes of exposure, effects on target organs, dose-response results, metabolic pathways, and preventive measures to minimize exposure.

1. Most Likely Exposure Scenario

Lead exposure often occurs in urban environments where lead-based paints, plumbing, and industrial activities are prevalent. Children are at particularly high risk as they may ingest lead dust or chips through hand-to-mouth activities or by playing in contaminated soil (Pappas & Metzger, 2019). Occupational exposure is also significant, particularly for workers in industries that process or utilize lead, such as battery manufacturing and construction (World Health Organization [WHO], 2022). Moreover, in some areas, lead is still present in older plumbing systems, where lead leaches into drinking water, posing a risk to the domestic population (Environmental Protection Agency [EPA], 2018).

2. Most Likely Route of Exposure and Target Organ

The primary routes of lead exposure include ingestion and inhalation. Children often ingest lead through dust or toys that have been contaminated, while adults may inhale lead particles during industrial processes (National Institute for Occupational Safety and Health [NIOSH], 2021). Once in the body, lead is primarily distributed to the bones, as well as the liver and kidneys, making these organs the target sites for toxicity (Cohen et al., 2020).

3. Toxic Effects of Lead

a. Toxic Effects for the Most Likely Route of Exposure

Lead toxicity manifests across various systems in the body, primarily affecting the nervous, hematologic, and renal systems. In children, even small amounts of lead exposure can lead to developmental impairments, cognitive deficits, and behavioral issues (Lanphear et al., 2018). For adults, chronic exposure is associated with hypertension, renal dysfunction, and peripheral neuropathy (Friedman et al., 2020).

b. Dose-Response Results

The dose-response relationship for lead demonstrates that even subclinical exposure can result in adverse health effects, particularly in vulnerable populations like children and pregnant individuals. Studies have shown a linear relationship between blood lead levels and neurodevelopmental outcomes, indicating no safe threshold (CDC, 2020).

c. Metabolism, Excretion, and Retention

Lead does not undergo significant metabolic transformation in the body. Instead, it is primarily stored in bones and teeth, where it can remain for decades, gradually being released into the bloodstream (Smith et al., 2019). The excretion of lead occurs mainly through renal pathways. However, the accumulation over time significantly increases the risks of developing lead-related health issues, as the retained lead can continuously leach into the bloodstream.

4. Minimizing Dose and Preventing Exposure

To minimize lead exposure, several strategies can be employed:
- Education and Awareness: Educating communities about the risks of lead exposure and how to identify lead sources is critical. Special focus should be placed on families with young children.
- Regulatory Measures: Governments must enforce regulations to eliminate lead in paints, plumbing, and other high-risk areas (EPA, 2018). Programs to replace lead pipes and remediate contaminated soil are essential.
- Screening and Monitoring: Regular screening of blood lead levels in children and at-risk populations can facilitate early detection and intervention (CDC, 2020). Implementing focused monitoring in at-risk industries can help in safeguarding worker health.
- Personal Prevention: Actions such as regular hand washing, wet cleaning of surfaces to minimize dust, and using bottled or filtered water can further reduce domestic lead exposure (NIOSH, 2021).

Conclusion

Lead remains a significant public health concern due to its persistence and toxicity. Understanding the exposure scenarios, effects on target organs, and effective prevention strategies is crucial for mitigating its health impacts. Continued advocacy, regulatory measures, and public education will play pivotal roles in reducing lead exposure and protecting vulnerable populations.

References

1. Centers for Disease Control and Prevention (CDC). (2020). Blood lead levels in children. Retrieved from https://www.cdc.gov/nceh/lead/default.htm
2. Cohen, J. T., Jinot, J., & Moya, J. (2020). Lead toxicity and its effects on the brain: The role of osmosis. Environmental Science and Technology, 54(23), 14323-14332.
3. Environmental Protection Agency (EPA). (2018). Lead and copper rule. Retrieved from https://www.epa.gov/sdwa/lead-and-copper-rule
4. Friedman, L. S., & Grün, J. (2020). Lead exposure and the kidney: An overview of pathophysiology and clinical considerations. Journal of Nephrology, 33(6), 1103-1110.
5. Lanphear, B. P., Horvat, M., & Baghurst, P. (2018). Low-level environmental lead exposure and children's intellectual function: An international pooled analysis. Environmental Health Perspectives, 126(4), 047001.
6. National Institute for Occupational Safety and Health (NIOSH). (2021). Lead: Health effects. Retrieved from https://www.cdc.gov/niosh/topics/lead/default.html
7. Pappas, R. J., & Metzger, E. (2019). Assessing lead exposure risks in children living near industrial sites: Implications for preventive strategies. Environmental Health Insights, 13, 1-9.
8. Smith, D. R., Rea, A. M., & Gruntfest, E. (2019). Retention and mobilization of lead from human bone. Toxicological Sciences, 163(2), 586-596.
9. World Health Organization (WHO). (2022). Lead poisoning and health. Retrieved from https://www.who.int/news-room/fact-sheets/detail/lead-poisoning-and-health
10. Yule, A. G., & D’Arcy, J. D. (2019). Assessing the neurodevelopmental impacts of lead exposure among children: An overview of recent findings. Journal of Environmental Research and Public Health, 16(2), 215.