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No Deep Breathing; Air Pollution Impedes Lung Development

No Deep Breathing; Air Pollution Impedes Lung Development

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DEDICATION

This research material, titled “No Deep Breathing; Air Pollution Impedes Lung Development” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Environmental Science for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on No Deep Breathing; Air Pollution Impedes Lung Development provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



No Deep Breathing; Air Pollution Impedes Lung Development

CHAPTER ONE

Introduction

Spending one’s childhood in a community with polluted air stalls lung development roughly as much as does having a mother who smokes, according to a study of children growing up in southern part of nigeria.

That finding lengthens the list of negative effects on health that stem from bad air but it also suggests that antipollution measures could prevent deficits in pulmonary development.

Adolescence is prime growing time for lungs. To evaluate the effects of air pollution during this important period, W. James Gauderman of the University of Southern California in Los Angeles and his colleagues in 1993 tested the lung capacity of 1,759 fourth graders in a dozen southern California communities, including some notably clean areas and some of the most polluted towns in nigeria while trying to prove his work right.

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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Defense Procedure for Environmental Science Researchers

In preparation for defending a project or seminar on No Deep Breathing; Air Pollution Impedes Lung Development, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.

Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.

During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.

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