Risk assessment and risk management process

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Illustrate the risk assessment and risk management process in relation to an environmental health problem.

Create a brochure that informs local residents about the hazards at either a National Priorities List (Superfund) site or sanitary landfill in your community. The brochure should include the following:

Front matter with a title and byline
Inside and back panels:
Information about the site (location, previous use, current use, etc.)
Risk Assessment:
Site assessments and testing completed to determine contamination levels.
The hazardous agents present at the site.
The extent of the contamination at the site and where it has spread to the surrounding community, if applicable (water, soil, air, etc.).
How the site has negatively impacted the environment and the health of people in the surrounding community (if negative health effects have not been reported, list the potential health effects based on the matrices that have been contaminated and the hazardous agents that have been identified).
Risk Management:
Identify the clean-up or containment measures that were taken.
Discuss how the site is continually monitored to prevent future contamination and protect the health of the surrounding population.

 

 

Sample Solution

Unlike many other deaf instructors, l’Épée didn’t want to profit from education others, he opened a public school for the deaf where he taught many more people sign language. He developed a teaching method after the girls taught him the signs they created. He would sign a sentence and his student would write it in French. Many people heard about his success in teaching Deaf people. One of l’Épée’s famous quotes is “the education of deaf mutes must teach them through the eye of what other people acquire through the ear.”

l’Épée established 21 schools throughout his years, and two years after his death, the National Assembly declared that Deaf people have rights!

After l’Épée died, Abbé Roch-Ambroise Cucurron Sicard became his successor. Sicard was also a Catholic priest, which is why they both have Abbé before their names. He was originally a principal of a deaf school in Bordeaux, France, but moved to Paris to take over l’Épée’s practice. Sicard was so inspired by Deaf people and Abbé Charles-Michel de l’Épée that he made it his goal to bring Deaf Education to the rest of the world. He hired two graduates from the school to come back to help teach, Laurent Clerc and Jean Massieu.

Sicard met Thomas Hopkins Gallaudet, an American from Connecticut, in England. Gallaudet was inspired to teach the Deaf after meeting a deaf girl and writing the letters H-A-T in the dirt to tell her the thing on his head was a hat. The girl’s father was a wealthy doctor and paid Gallaudet to travel to Europe to learn more about Deaf education. He first went to England, where he found mostly oralism, a form a deaf education where lip reading and speech is used, very ineffective and limiting.

Gallaudet went back to France with Sicard and company to learn at t

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