ENVIRONMENTAL MANAGEMENT SYSTEMS (EMSs)
Theory and application
Companies have many and diverse stakeholders
There may be many and diverse issues to manage
The Master Plan
6. Managing the impacts of growth
6.1 Strategic environmental appraisal
6.2 Traffic and transport
6.3 Road transport
6.4 Noise
6.5 Air quality
6.6 Natural heritage
6.7 Surface water
6.8 Energy and waste
6.9 Waste
6.10 Economic and social impact
Environmental management clearly needs a systematic approach
Systems and standards in industry
are commonplace….
pick a card: any card …...
What should an effective environmental management system look like?
1
policy
2
planning
3
implementation
and
operation
4
checking
5
management
review
Typical EMS structure
1
policy
2
planning
3
implementation
and
operation
4
checking
5
management
review
A management system approach:
Written
commitment
to deal with
key issues
Includes setting
targets relating
to key issues
Putting management of key issues into practice
Auditing - measuring progress towards targets
Assessing success of
elements 1-4 and the system as a whole
StandardsAll BSi and ISO standards have identification numbers
This ensures clear identification by all parties
Standards identification numbers:
Certification
Organisations can be certified to ISO 14001
(often termed ‘certified against ISO 14001’)
ISO 14001
Why the strong growth of
ISO 14001?
ISO Survey of Management System Standard Certifications – 2016
EMSsOther forms of recognition exist
In Europe, EMAS is widely adopted
EMAS has since been dropped
- SAS reviewed the strategic benefits …
EMSs
Standards – environmental and others – are increasingly important for business
– a company may lose out if standards
are not gained
– a company may see business increase
through the achievement of standards
Hutchins Center for African and African American Research at Harvard University
Nappy Happy
Author(s): Ice Cube and Angela Y. Davis
Source: Transition, No. 58 (1992), pp. 174-192
Published by: Indiana University Press on behalf of the Hutchins Center for African and
African American Research at Harvard University
Stable URL: http://www.jstor.org/stable/2934976
Accessed: 04-05-2017 18:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions .
Hutchins Center for African and African American Research at H.docxsheronlewthwaite
Hutchins Center for African and African American Research at Harvard University
Nappy Happy
Author(s): Ice Cube and Angela Y. Davis
Source: Transition, No. 58 (1992), pp. 174-192
Published by: Indiana University Press on behalf of the Hutchins Center for African and
African American Research at Harvard University
Stable URL: http://www.jstor.org/stable/2934976
Accessed: 04-05-2017 18:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Indiana University Press, Hutchins Center for African and African American
Research at Harvard University are collaborating with JSTOR to digitize, preserve and extend access to
Transition
This content downloaded from 128.114.228.120 on Thu, 04 May 2017 18:36:33 UTC
All use subject to http://about.jstor.org/terms
T R A N S I T I ON Conversation
NAPPY HAPPY
A Conversation with Ice Cube and Angela Y. Davis.
You may love him or loathe him, but
you have to take him seriously. O'Shea
Jackson-better known by his nom de mi-
crophone, Ice Cube-may be the most
successful "hardcore" rap artist in the re-
cording industry. And his influence as a
trendsetter in black youth culture is un-
rivaled. According to some academic
analysts, Ice Cube qualifies as an "or-
ganic intellectual" (in Antonio Gramsci's
famous phrase): someone organically
connected to the community he would
uplift.
He is, at the same time, an American
success story. It was as a member of the
Compton-based rap group NWA that he
first came to prominence in 1988 at the
age of 18. Less than two years later, he
left the group over a dispute about
money, and went solo. Amerikkka's Most
Wanted, his gritty debut album, went
platinum-and the rest is recording his-
tory.
Ice Cube is also a multimedia phe-
nomenon. Artless, powerful perfor-
mances in films by John Singleton and
Walter Hill have established him as a
commanding screen presence. That,
combined with his streetwise credibility,
has been a boon for St. Ides malt liquor,
which has paid generously for his ongo-
ing "celebrity endorsement." Naturally,
it's a relationship that has aroused some
skepticism. While Public Enemy's
Chuck D, for example, has inveighed
against an industry that exacts a tragic
toll in America's inner cities, even suing
a malt liquor company that used one of
his cuts to promote its product, Ice Cube
defends his role in touting booze in the
'hood-even though, having joined the
Nation of Islam, he says he's now a tee-
totaller. "I do what I want to do," he says
of his malt liq ...
Enslavement SystemDr. G. J. Giddings.docxelbanglis
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
...
Hutchins Center for African and African American Research at H.docxsheronlewthwaite
Hutchins Center for African and African American Research at Harvard University
Nappy Happy
Author(s): Ice Cube and Angela Y. Davis
Source: Transition, No. 58 (1992), pp. 174-192
Published by: Indiana University Press on behalf of the Hutchins Center for African and
African American Research at Harvard University
Stable URL: http://www.jstor.org/stable/2934976
Accessed: 04-05-2017 18:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Indiana University Press, Hutchins Center for African and African American
Research at Harvard University are collaborating with JSTOR to digitize, preserve and extend access to
Transition
This content downloaded from 128.114.228.120 on Thu, 04 May 2017 18:36:33 UTC
All use subject to http://about.jstor.org/terms
T R A N S I T I ON Conversation
NAPPY HAPPY
A Conversation with Ice Cube and Angela Y. Davis.
You may love him or loathe him, but
you have to take him seriously. O'Shea
Jackson-better known by his nom de mi-
crophone, Ice Cube-may be the most
successful "hardcore" rap artist in the re-
cording industry. And his influence as a
trendsetter in black youth culture is un-
rivaled. According to some academic
analysts, Ice Cube qualifies as an "or-
ganic intellectual" (in Antonio Gramsci's
famous phrase): someone organically
connected to the community he would
uplift.
He is, at the same time, an American
success story. It was as a member of the
Compton-based rap group NWA that he
first came to prominence in 1988 at the
age of 18. Less than two years later, he
left the group over a dispute about
money, and went solo. Amerikkka's Most
Wanted, his gritty debut album, went
platinum-and the rest is recording his-
tory.
Ice Cube is also a multimedia phe-
nomenon. Artless, powerful perfor-
mances in films by John Singleton and
Walter Hill have established him as a
commanding screen presence. That,
combined with his streetwise credibility,
has been a boon for St. Ides malt liquor,
which has paid generously for his ongo-
ing "celebrity endorsement." Naturally,
it's a relationship that has aroused some
skepticism. While Public Enemy's
Chuck D, for example, has inveighed
against an industry that exacts a tragic
toll in America's inner cities, even suing
a malt liquor company that used one of
his cuts to promote its product, Ice Cube
defends his role in touting booze in the
'hood-even though, having joined the
Nation of Islam, he says he's now a tee-
totaller. "I do what I want to do," he says
of his malt liq ...
Enslavement SystemDr. G. J. Giddings.docxelbanglis
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
...
Article in The Times of Israel by Andy Blumenthal: Day after day, week after week now, we see the vile Hamas terrorist supporters acting out in public, screaming, cursing, threatening, blocking, harassing, burning flags, pushing, prodding, and violently attacking others (i.e., Zionists and Jews). In any normal situation, the police would be there protecting the innocent, stopping the harassment, and arresting the violent agitators. But these days, what do we see? The police seem to be doing virtually nothing to stop them.
Without any serious consequences from our law enforcement, courts, or politicians, we can expect things to continue to escalate and get more dangerous.
Process Essay - 24+ Examples, Format, Pdf | Examples. Free process analysis essay examples: [PDF]Paper 2: Process Analysis .... 005 Process Essay Examples Sample Topics Outline And How To Example Of .... Process Analysis Essay | Template Business. Process Essay - Excelsior OWL. How To Write A Process Essay - A Complete Guide (With Topics). Process Analysis Essay. Essay Writing Guide: Process Essay. How To Write An Excellent Process Essay | Tips To Write A Perfect Process Essay. Process Analysis Essays - Process Analysis Essay Subject Examples. How to Write a Process Essay: 15 Steps (with Pictures) - wikiHow. Free Essay - 26+ Examples, Format, Pdf | Examples. Free Process Analysis Essay Examples: Topics, Outline, Samples. FREE 10+ Sample Analysis Essay Templates in MS Word | PDF. Structuring a Process Analysis Essay.
Exemplification Essay: A Detailed Writing Guide (With Topics). How to Write an Exemplification Essay | %%sitename%%. AN EXEMPLIFICATION ESSAY / TUTORIALOUTLET DOT COM. 009 Exemplification Essay Examples Example ~ Thatsnotus. How To Write The Exemplification Essay Easily? - HazelNews. What is an exemplification essay examples. Exemplification Essay Sample | Essays | Adolescence. Free Exemplification Essay Examples: Topics, Outline, Samples. Striking Exemplification Essay Example ~ Thatsnotus. What Is An Exemplification Essay – Telegraph. Exemplification Essay. Sample exemplification essay topics in 2021 | Essay topics, Essay .... Simple Ways to Write a Powerful Exemplification Essay. Exemplification essay help: what is an exemplification essay. Exemplification Essay Prompt. How to Write an Exemplification Essay: Guide with Examples | EssayPro .... How to Write an Exemplification Essay - A Quick Guide On It. 008 Exemplification Essay Example Quiz Worksheet ~ Thatsnotus. Exemplification Essay: Definition & Examples - Video & Lesson .... Exemplification Essay Drug Alcohol Abuse | PDF. exemplification essay outline. ⛔ Exemplification essay examples. How to Write an Exemplification Essay .... ⚡ Exemplification paragraph topics. 120 Exemplification Essay Topics ... Exemplification Essay Example
Cloning Essay Cloning Offspring. Cloning in America Free Essay Sample on Samploon.com. Introduction to cloning. PDF Human Cloning: Arguments for. Human cloning debate essays. LUCASFW042 - Human-Cloning-Essay - www.ieltsbuddy.com - Free online .... Human Cloning Should Not Be Allowed Under Any Circumstances. Persuasive .... Human Cloning - argument - A-Level Science - Marked by Teachers.com. Essay cloning - ESL worksheet by elpida pap. Cloning - reasons for - A-Level Science - Marked by Teachers.com. Animal cloning argumentative essay. Against Human Cloning. 2019-01-18. Why cloning is bad essay - eyeofthedaygdc.web.fc2.com. Speech III Outline - Human Cloning General Purpose: To persuade Specific. Types of Cloning Essay Example Topics and Well Written Essays - 500 .... Human cloning. - A-Level Science - Marked by Teachers.com. What is cloning? - A-Level Science - Marked by Teachers.com. Bioethics: Current Controversies, Final Major Essay on Human .... Human cloning essay thesis - essaylounge.x.fc2.com. Did You Know About Cloning Development of Science.. For this essay I have chosen to discuss cloning animals. Scientists. Cloning Essay Essay on Cloning for Students and Children in English .... quot;Should human cloning be legal?quot; - GCSE Science - Marked by Teachers.com. Essays on cloning - dissertationguides.web.fc2.com. Need help do my essay ethical questions to cloning - friendshipthesis .... Benefits of human cloning essay. The Benefits Of Human Cloning. 2022 .... Essay on cloning is unethical. CLONING essay - A-Level Science - Marked by Teachers.com. The Ethical Aspects of Cloning Essay Example Topics and Well Written .... ️ Advantages of cloning essay. Advantages of Cloning Trees. 2019-02-04. The Ethical Debate Concerning Cloning. - A-Level Religious Studies .... Human cloning essay conclusion. Human Cloning free essay sample. 2019 .... Human Cloning Essays Cloning Essays Cloning Essays
Charlottesville
Student name
professor
Date
Made abstruse in political perception, the genuineness and viciousness of the Charlottesville’s rally bares truth to America’s sustained problem of racial tension. On August 12, 2017, the white nationalists and alt-right groups, in protest of the city’s decision to remove the statue of a General of Confederate army in civil war, descended in masses in the college town of Charlottesville in Virginia. As evident by the accounts of the event, the oxidized statue of General Robert E. Lee’s removal, although the basis for protest, was hardly the source of grievances of the protestors.
The rally termed “Unite the Right” was Jason Kessler’s brainchild. Around 600,000 strong rally had attendees from 35 states and some making the trip from as far as Alaska. It was a prelude to deadly violence erupting from clashes between the protesters and counter protestors. The white nationalists, neo-nazi, Kux Klux Klan (KKK) and alt-right groups constituted majority of population protesting the removal of the statue, while people counter protesting championed “Black Lives Matter” movement and other socio-progressive slogans.
The night before, edginess of racial and social tension in anticipation of white supremacist’s rally in Charlottesville was further strained when the protestors executed an undisclosed, but rumored, torch parade in the campus of University of Virginia. Enormous number of people carrying lit torches wasn’t the only reminisce of ultra-right nationalist propaganda methods from fascist rules; according to eye witnesses, protesters also evoked slogans such as “You will not replace us” and “Our blood, our soil”, popular then in the Nazi Germany.
On the day of the rally, as protestors and counter protestors confronted each other, the vitriol and hate between the groups were magnified. Eyewitness states, “He spouted racist theories about the testosterone levels of black women and the difference in brain sizes between the races. I was unnerved; he truly believed what he was saying.” (New York Times, 2017)
The violence in the rally caused the death of a 32-year-old woman and injured about 35 more. The woman was runover and killed by a protestor, James Alex Fields Jr., when he drove his vehicle into hordes of counter protestors. The perpetrator has been charged with second-degree murder. The deadly violence prompted the Governor to declare state of emergency and use national guard as police to clear the city.
While this event has been interpreted in different versions to fit the required narrative in politics, there is no denying that it was the tangible reminder that racial tensions still run deep in United States, and, when at breaking point, it culminates into violence. Regardless of the underlying fundamental causes or just of the cause, it is evident that the events of Charlottesville because the white supremacist wanted to organize a protest taking down of the statue.
The protestors coming .
Whiteness Studies The New History of Race in AmericaAu.docxpoulterbarbara
Whiteness Studies: The New History of Race in America
Author(s): Peter Kolchin
Source: The Journal of American History, Vol. 89, No. 1 (Jun., 2002), pp. 154-173
Published by: Oxford University Press on behalf of Organization of American Historians
Stable URL: https://www.jstor.org/stable/2700788
Accessed: 16-09-2019 15:29 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
Organization of American Historians, Oxford University Press are collaborating with
JSTOR to digitize, preserve and extend access to The Journal of American History
This content downloaded from 144.80.21.94 on Mon, 16 Sep 2019 15:29:43 UTC
All use subject to https://about.jstor.org/terms
Whiteness Studies: The New History
of Race in America
Peter Kolchin
Suddenly whiteness studies are everywhere. The rapid proliferation of a genre that
appears to have come out of nowhere is little short of astonishing: a recent keyword
search on my university library's electronic catalog yielded fifty-one books containing
the word "whiteness" in their titles, almost all published in the past decade and most
published in the past five years.1 All around us, American historians and scholars in
related disciplines from sociology and law to cultural studies and education are writ-
ing books with titles such as The White Scourge, How the Irish Became White, Making
Whiteness, The Possessive Investment in Whiteness, and Critical White Studies.2
Although the term "whiteness studies" might at first glance suggest works that pro-
mote white identity or constitute part of a racist backlash against multiculturalism
and "political correctness," virtually all the whiteness studies authors seek to confront
white privilege-that is, racism-and virtually all identify at some level with the
political Left. Most of them see a close link between their scholarly efforts and the
goal of creating a more humane social order.
Whiteness studies authors manifest a wide variety of approaches. In many of the
disciplines outside history, prescriptive policy goals assume a central position; writing
on whiteness in education, for example, Nelson M. Rodriguez calls for the creation
of "'pedagogies of whiteness' as a counterhegemonic act" predicated on the need to
"refigure whiteness in antiracist, antihomophobic, and antisexist ways."3 Although
Peter Kolchin is Henry Clay Reed Professor of History at the University of Delaware.
I would like to thank Margaret L. Andersen, Anne M. Boylan, Lori Ginzberg, and the graduate students in my
advanced seminar (Tracey Birdwell, .
Silent Dancing - PHDessay.com. 005 Essay Example Dance Essays On Danceconcert Critique Examples L .... Module 1 Dance Journal Essay | Dance - Year 11 HSC | Thinkswap. 9 Long and Short Essay on Dancing in English 2023| Creative savantz. My Hobby -- Dancing | 10 Lines essay on My hobby Dancing | Essay on My .... A SILENT SONG AND OTHER STORIES ESSAYS QUESTIONS WITH ANSWERS - Elimu .... Judith ortiz cofer silent dancing analysis essay.
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Ron Paul Institute for peace and prosperityChris Helweg
Next April my Institute for Peace and Prosperity will celebrate its five-year anniversary! It’s hard to believe that five years have passed since I left Congress to continue our Revolution outside the world of politics!
One thing I learned on the 2008 and 2012 campaign trail was that the liberty and peace movement is wider and deeper than I imagined. Thousands of young people cheered ideas that are as fresh as when this country was founded: Do not go abroad in search of monsters to destroy. Treat others as you wish to be treated yourself – whether you are an individual or a country.
Environmental Pollution Essay for Students and Children in English - A .... Write an Essay on Environmental Pollution In 300 words || Environment Pollution Essay In English. Essay on environmental pollution / a written essay. Environmental Pollution Essay – Telegraph.
IntroductionIn this paper complete all the required activities a.docxvrickens
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
How to Write a Problem Solution Essay - Comprehensive Guide. How to Write a Problem-Solution Essay That Works. Problem/Solution Essay. PROBLEM-SOLUTION ESSAY EXPLANATION ACTIVITIES AND ANSWERS by Carmen .... How to write a problem solution essay - FreelanceHouse Blog. Business paper: Problem solving essay examples. Problem Solution Essay Ielts – Telegraph. How to Write a Problem Solution Essay: Guide with Examples. How to Write a Problem-Solution Essay in 16 Easy Steps. 008 Essay Example Writing Problem Solution Transition To Academic .... What is an academic problem-solution essay? | Academic Marker. Problem-solution essays. Critical essay: Problem solution essay example college. Problem Solution Essay | Pedagogy | Learning. 001 Problem Solution Essay ~ Thatsnotus. How to Write a Problem-Solution Essay: Step-by-Step Instructions .... Imposing Problem Solving Essay Examples Pdf ~ Thatsnotus. Problem - Solution Essay Outline Introduction A. | Chegg.com.
Enter the following WBS into Microsoft project and assign schedule a.docxkhanpaulita
Enter the following WBS into Microsoft project and assign schedule and resources to the file. Then find the following items:
the finish date for each task and summary
total project duration,
assign the resources and find the total project cost,
.
Envisioning The FutureIn this final discussion, look back on y.docxkhanpaulita
Envisioning The Future
In this final discussion, look back on your experiences in the course and provide an overview of what you have learned from the course with regard to diversity. You can start by reviewing your final projects and your answers to the Module One discussion. In your initial post, address the following questions:
How has your definition of diversity changed?
How do the four lenses approach the study of diversity with respect to the individual and society?
How do the four lenses represent a way of seeing diversity?
What are the implications of diversity on the future?
How are you going to implement what you have learned in this course into your own life?
Please use resources below!
.
EP004 Question1. Explain the purpose of the NAEYC Early Childho.docxkhanpaulita
EP004 Question
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality.
2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation.
.
ENVSTY 101 memo #1 calls on you to describe two examples of the na.docxkhanpaulita
ENVSTY 101 memo #1 calls on you to describe two examples of the natural capital (natural resources and ecosystem services) thatyou encounter as you travel between two locations on a regular basis. An example might be the natural capital that you observe on a regular walk to the grocery store, a drive to a relative’s house, or a Train/bike ride to University. The memo should be between 600-750 words, so it requires that you provide some detailed description of the two types of natural capital you observe, as well as your analysis of the ecosystem services they provide. You must cite at least one source (for instance, the City of Boston, Mass Dept of Transportation, MBTA, Massachusetts Water Resources Authority, etc.) for each example and include a References or Works Cited page of properly cited sources as an appendix (this page will not count toward the word limit).
To help you along, I’m providing an outline of a memo below that gives you a template to follow:
To: ENVSTY 101 class
From: student name
Date: due date (or submission date if earlier)
Subject: [state the assignment question/issue/topic, e.g., Natural capital between ______________ and ______________.
I. Restate the question/issue/topic
This memo provides a description of two types of natural resources and the respective ecosystem services they support that I observe on a regular basis as I travel between ______________ and _______.
II. Describe the trip you take, including information about your method of transportation, how long the trip takes, the general environment you’re passing through, and how your mode of transportation affects the observations you’re able to make (for example, a bike ride provides different opportunities for observations than a walk or a subway trip).
III. In two paragraphs, describe your two examples of natural capital. For each example/paragraph, describe:
· what natural resource(s) you observe [e.g. trees, open fields]
· what ecosystem services are provided and how they serve society
· what condition the natural capital is in [e.g., healthy, degraded] and why
· whether it is likely or not to endure as a sustainable.
Cite relevant sources as evidence supporting your analysis.
IV. Conclusion
As outlined above, on my regular trip between __________ and ____, I observe two significant examples of natural capital. [Now make a few comparative/contrasting reflections that tell us what you can conclude from these different observations.]
References: Works Cited [if using MLA format]
.
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Article in The Times of Israel by Andy Blumenthal: Day after day, week after week now, we see the vile Hamas terrorist supporters acting out in public, screaming, cursing, threatening, blocking, harassing, burning flags, pushing, prodding, and violently attacking others (i.e., Zionists and Jews). In any normal situation, the police would be there protecting the innocent, stopping the harassment, and arresting the violent agitators. But these days, what do we see? The police seem to be doing virtually nothing to stop them.
Without any serious consequences from our law enforcement, courts, or politicians, we can expect things to continue to escalate and get more dangerous.
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Charlottesville
Student name
professor
Date
Made abstruse in political perception, the genuineness and viciousness of the Charlottesville’s rally bares truth to America’s sustained problem of racial tension. On August 12, 2017, the white nationalists and alt-right groups, in protest of the city’s decision to remove the statue of a General of Confederate army in civil war, descended in masses in the college town of Charlottesville in Virginia. As evident by the accounts of the event, the oxidized statue of General Robert E. Lee’s removal, although the basis for protest, was hardly the source of grievances of the protestors.
The rally termed “Unite the Right” was Jason Kessler’s brainchild. Around 600,000 strong rally had attendees from 35 states and some making the trip from as far as Alaska. It was a prelude to deadly violence erupting from clashes between the protesters and counter protestors. The white nationalists, neo-nazi, Kux Klux Klan (KKK) and alt-right groups constituted majority of population protesting the removal of the statue, while people counter protesting championed “Black Lives Matter” movement and other socio-progressive slogans.
The night before, edginess of racial and social tension in anticipation of white supremacist’s rally in Charlottesville was further strained when the protestors executed an undisclosed, but rumored, torch parade in the campus of University of Virginia. Enormous number of people carrying lit torches wasn’t the only reminisce of ultra-right nationalist propaganda methods from fascist rules; according to eye witnesses, protesters also evoked slogans such as “You will not replace us” and “Our blood, our soil”, popular then in the Nazi Germany.
On the day of the rally, as protestors and counter protestors confronted each other, the vitriol and hate between the groups were magnified. Eyewitness states, “He spouted racist theories about the testosterone levels of black women and the difference in brain sizes between the races. I was unnerved; he truly believed what he was saying.” (New York Times, 2017)
The violence in the rally caused the death of a 32-year-old woman and injured about 35 more. The woman was runover and killed by a protestor, James Alex Fields Jr., when he drove his vehicle into hordes of counter protestors. The perpetrator has been charged with second-degree murder. The deadly violence prompted the Governor to declare state of emergency and use national guard as police to clear the city.
While this event has been interpreted in different versions to fit the required narrative in politics, there is no denying that it was the tangible reminder that racial tensions still run deep in United States, and, when at breaking point, it culminates into violence. Regardless of the underlying fundamental causes or just of the cause, it is evident that the events of Charlottesville because the white supremacist wanted to organize a protest taking down of the statue.
The protestors coming .
Whiteness Studies The New History of Race in AmericaAu.docxpoulterbarbara
Whiteness Studies: The New History of Race in America
Author(s): Peter Kolchin
Source: The Journal of American History, Vol. 89, No. 1 (Jun., 2002), pp. 154-173
Published by: Oxford University Press on behalf of Organization of American Historians
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Whiteness Studies: The New History
of Race in America
Peter Kolchin
Suddenly whiteness studies are everywhere. The rapid proliferation of a genre that
appears to have come out of nowhere is little short of astonishing: a recent keyword
search on my university library's electronic catalog yielded fifty-one books containing
the word "whiteness" in their titles, almost all published in the past decade and most
published in the past five years.1 All around us, American historians and scholars in
related disciplines from sociology and law to cultural studies and education are writ-
ing books with titles such as The White Scourge, How the Irish Became White, Making
Whiteness, The Possessive Investment in Whiteness, and Critical White Studies.2
Although the term "whiteness studies" might at first glance suggest works that pro-
mote white identity or constitute part of a racist backlash against multiculturalism
and "political correctness," virtually all the whiteness studies authors seek to confront
white privilege-that is, racism-and virtually all identify at some level with the
political Left. Most of them see a close link between their scholarly efforts and the
goal of creating a more humane social order.
Whiteness studies authors manifest a wide variety of approaches. In many of the
disciplines outside history, prescriptive policy goals assume a central position; writing
on whiteness in education, for example, Nelson M. Rodriguez calls for the creation
of "'pedagogies of whiteness' as a counterhegemonic act" predicated on the need to
"refigure whiteness in antiracist, antihomophobic, and antisexist ways."3 Although
Peter Kolchin is Henry Clay Reed Professor of History at the University of Delaware.
I would like to thank Margaret L. Andersen, Anne M. Boylan, Lori Ginzberg, and the graduate students in my
advanced seminar (Tracey Birdwell, .
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Ron Paul Institute for peace and prosperityChris Helweg
Next April my Institute for Peace and Prosperity will celebrate its five-year anniversary! It’s hard to believe that five years have passed since I left Congress to continue our Revolution outside the world of politics!
One thing I learned on the 2008 and 2012 campaign trail was that the liberty and peace movement is wider and deeper than I imagined. Thousands of young people cheered ideas that are as fresh as when this country was founded: Do not go abroad in search of monsters to destroy. Treat others as you wish to be treated yourself – whether you are an individual or a country.
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IntroductionIn this paper complete all the required activities a.docxvrickens
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
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Enter the following WBS into Microsoft project and assign schedule a.docxkhanpaulita
Enter the following WBS into Microsoft project and assign schedule and resources to the file. Then find the following items:
the finish date for each task and summary
total project duration,
assign the resources and find the total project cost,
.
Envisioning The FutureIn this final discussion, look back on y.docxkhanpaulita
Envisioning The Future
In this final discussion, look back on your experiences in the course and provide an overview of what you have learned from the course with regard to diversity. You can start by reviewing your final projects and your answers to the Module One discussion. In your initial post, address the following questions:
How has your definition of diversity changed?
How do the four lenses approach the study of diversity with respect to the individual and society?
How do the four lenses represent a way of seeing diversity?
What are the implications of diversity on the future?
How are you going to implement what you have learned in this course into your own life?
Please use resources below!
.
EP004 Question1. Explain the purpose of the NAEYC Early Childho.docxkhanpaulita
EP004 Question
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality.
2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation.
.
ENVSTY 101 memo #1 calls on you to describe two examples of the na.docxkhanpaulita
ENVSTY 101 memo #1 calls on you to describe two examples of the natural capital (natural resources and ecosystem services) thatyou encounter as you travel between two locations on a regular basis. An example might be the natural capital that you observe on a regular walk to the grocery store, a drive to a relative’s house, or a Train/bike ride to University. The memo should be between 600-750 words, so it requires that you provide some detailed description of the two types of natural capital you observe, as well as your analysis of the ecosystem services they provide. You must cite at least one source (for instance, the City of Boston, Mass Dept of Transportation, MBTA, Massachusetts Water Resources Authority, etc.) for each example and include a References or Works Cited page of properly cited sources as an appendix (this page will not count toward the word limit).
To help you along, I’m providing an outline of a memo below that gives you a template to follow:
To: ENVSTY 101 class
From: student name
Date: due date (or submission date if earlier)
Subject: [state the assignment question/issue/topic, e.g., Natural capital between ______________ and ______________.
I. Restate the question/issue/topic
This memo provides a description of two types of natural resources and the respective ecosystem services they support that I observe on a regular basis as I travel between ______________ and _______.
II. Describe the trip you take, including information about your method of transportation, how long the trip takes, the general environment you’re passing through, and how your mode of transportation affects the observations you’re able to make (for example, a bike ride provides different opportunities for observations than a walk or a subway trip).
III. In two paragraphs, describe your two examples of natural capital. For each example/paragraph, describe:
· what natural resource(s) you observe [e.g. trees, open fields]
· what ecosystem services are provided and how they serve society
· what condition the natural capital is in [e.g., healthy, degraded] and why
· whether it is likely or not to endure as a sustainable.
Cite relevant sources as evidence supporting your analysis.
IV. Conclusion
As outlined above, on my regular trip between __________ and ____, I observe two significant examples of natural capital. [Now make a few comparative/contrasting reflections that tell us what you can conclude from these different observations.]
References: Works Cited [if using MLA format]
.
ENT 4310Business Economics and ManagementMarket.docxkhanpaulita
*
ENT 4310
Business Economics and Management
Marketing – Concepts and Trends
Arild Aspelund
*
Outline
What is Marketing and what are its primary activities?
How can we establish a common discussion?central concepts of marketing
Where is the field of marketing going?Recent trends in marketing
*
MarketingWhat is Marketing?Some say it’s is about needs…Marketing deals with identifying and meeting human and social needs “Meeting needs profitably” (Kotler and Keller, 2006)
And some say its about value…“Marketing is about communicating values to potential and existing customers” (Lodish et al., 2001)“Marketing is an organizational function and a set of processes for creating, communicating, and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stake holders” (AMA)
*
…, but there is a clear distinction to selling…Selling simply refers to pushing an transaction
In its most ambitious sense, marketing should render selling unnecessary. “… The aim of marketing is to know and understand the customer so well that the product or service fits him and sells itself. Ideally, marketing should result in a customer who is ready to buy” (Peter Drucker, 1973)
Example:
Fujitsu Siemens Pocket LOOX
*
… and there is also a clear distinction to advertising…Advertising is only one of many means by which you can communicate with existing and potential customers
*
What is marketing?Marketing deals with the two fundamental question of:
“What am I selling?”“To whom am I selling it?”
The marketing literature seek to answer these questions through five fundamental concepts
ValueSegmentation PositioningTargetingBuying behavior
*
Marketing – A Textbook Example…
How to trade water for ~ 100 NOK per liter…
- Imsdal for Kids
*
Imsdal for Kids -
Segmentation:
- Parents of small kids (1 year to pre-school)
Value proposition:
- Thirst quencher
- Clear conscience
- Tranquililty
- Enjoyment
- And everything on the go…
*
Ex: Imsdal for Kids
Positioning:
- An healthy alternative
- Manageable even for small kids
Targeting:
- No advertising
- Promotion through product placing!
*
Imsdal for Kids
- Positioning and targeting through product placing
Product not placed here…
But here…
4.bin
*
Buying behavior - Reitanruta, Trondheim
*
Or how about 420 NOK ~ Do You Bling? «It's not for everyone, just those that Bling. So the question is: Do You Bling?»
*
Marketing Management
What is Market Management?
“Marketing Management is the art and science of choosing target markets and getting, keeping, and growing customers through creating delivering, and communicating customer value” (Kotler and Keller, 2006)
*
What are the tasks of market management?Capturing marketing insight
Shaping the market offering
Developing marketing strategies and plans
Connecting with customersCommunicating value
Building brands and market recognition
Creating long-term growth
*.
Envision what the health care system of 2030 might look like Descri.docxkhanpaulita
Envision what the health care system of 2030 might look like? Describe at least two technological advancements that would be available to patients. How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities? What would health care systems be able to do "in real time?" one page APA. NEED IT BY 8 AM FLORIDA TIME.
.
Environmentalism and Moral Concern for AnimalsMany believe t.docxkhanpaulita
Environmentalism and Moral Concern for Animals
Many believe that we are in serious trouble today as human beings plunging headlong into a major climate crisis on planet earth.
Our course eText on Environmental Ethics states the following:
There is no denying that the global climate is changing, as the level of carbon dioxide in the atmosphere has increased during the past century. … Coastlines are crumbling as the climate changes and sea levels rise… storms are increasing in severity … the Arctic ice cap is melting… (MacKinnon, 427).
But what’s causing these troubling changes? We are. MacKinnon again:
Some skeptics dispute whether the changes are entirely man-made, but the vast majority of experts believe one of the major causes of climate change is the burning of fossil fuels … (MacKinnon, 428).
And the human disregard for nature also means disregard for all species of animals that depend on livable natural habitats. Entire species today are threatened with immanent extinction. Writing in 2016, MacKinnon says “687 animal species are listed as either endangered or threatened.” That number has risen drastically since 2016, leading some scientists to conclude that we are in the midst of a global mass extinction of animal species.
The following video link and quoted material provide: 1) a summary of a U.N. Climate Change Report from 2019 (the video), and 2) an explanation of the meaning of speciesism as Dr. Richard Ryder first used it (the quotation ). After reviewing these, please respond to the discussion questions listed below.
U.N. Climate Change Report:
LINK (Links to an external site.)
On Dr. Richard Ryder's use of the term speciesism (which term the moral philosopher Peter Singer later made more popular):
“The view that only humans are morally considered is sometimes referred to as ‘speciesism’. In the 1970s, Richard Ryder coined this term while campaigning in Oxford to denote a ubiquitous type of human centered prejudice, which he thought was similar to racism. He objected to favoring one’s own species, while exploiting or harming members of other species” (Gruen, Lori, "The Moral Status of Animals",
The Stanford Encyclopedia of Philosophy,
Fall 2017 Edition, Edward N. Zalta, ed., URL =
LINK (Links to an external site.)
).
Discussion Questions (please address both 1 and 2).
[1] How does the hearing of this U.N. report on the climate crisis affect you, your values, your sense of the world and its future? What human beliefs or values today will more likely prevent needed changes in our way of life, methods of production, or government policies? And what beliefs or values will more likely lead to the kind of changes needed to address the climate crisis?
[2] Do you think humans are biased against animals, as moral philosophers like Peter Singer express with the term speciesism, and do you think this speciesism is comparable to other human biases such as racism, as Richard Ryder claimed in the 1970s? Why or why .
Envisaging leadership as a process centered on the interactions be.docxkhanpaulita
Envisaging leadership as a process centered on
the interactions between leaders and followers (dyads)
is better that envisaging leadership from the point of view of
the leader, (alone)
or
leader’s behaviour as informed by the follower’s characteristics, task characteristics and the context
.
Discuss critically. In your discussion, I want you to mention some of the leadership theories that have been developed from the italicized words.
400words
.
ENVIRONMENTALISM ITS ARTICLES OF FAITHNorthwest Environmental J.docxkhanpaulita
ENVIRONMENTALISM: ITS ARTICLES OF FAITH
Northwest Environmental Journal Vol. 5:1, (1989) p. 100
Victor Scheffer
Here I offer an interpretation of environmentalism, a body of principles and practices so recently manifest in national thought that its meanings are still disputed. It is called, for example, "a theology of the earth," "a religion of self restraint," and "a science rooted in resource management and ecology." I define it broadly as "a movement toward understanding humankind's natural bases of support while continuously applying what is learned toward perpetuating those bases."
The word environmentalism entered the American vernacular during the 1960s. An editorial in Science (Klopsteg 1966) noted that "one of the newest fads in Washington-and elsewhere-is 'environmental science.' The term has political potency even if its meaning is vague and questionable." Environmentalism was at first perceived by the public as merely a response to a crisis, but it quickly proved more than that. As Lord Ashby (1978:3) explained to a Stanford University group:
A crisis is a situation that will pass; it can be resolved by temporary hardship, temporary adjustment, technological and political expedients. What we are experiencing is not a crisis, it is a climacteric. For the rest of man's history on earth. . . he will have to live with problems of population, of resources, of pollution.
The vision of environmentalism is to preserve those things in nature which will allow the human enterprise, or civilization, to endure and improve. (I use the word nature for the world without humans, a concept which-like the square root of minus one-is unreal, but useful.) Because civilization depends absolutely on surroundings that are healthful and stimulating, environmentalism aims to protect both material and spiritual values. At the risk of oversimplifying, 1 review five articles of faith which support and energize the environmental movement. They reflect ideas developed by "earthkeepers" from the time of George Perkins Marsh (1801-1882) down to the present.
1) All things are connected. The cosmos is a set of dependencies so complex that its boundaries lie forever beyond understanding. Simply lifting a spadeful of garden soil disturbs a trillion protistan lives, impinges on the lifter's muscles and mind, and changes the landscape. The poet who mused, "Thou canst not stir a flower without troubling of a star," was struck by the unitary connectedness of all matter (Thompson 1966 [1897]:19). He was an environmentalist before his time. Now we technological beings have Spun a web of change around the whole earth and nearby space. Our artifacts range in scale from radiations and molecules to mountains and lakes. Yet never will we understand completely the spinoff effects of the environmental changes that we create, nor will we measure Our own,' independent influence in their creation. Consider the mysterious decline in the numbers of fur seals breeding on A.
Environmental Science and Human Population WorksheetUsing the .docxkhanpaulita
Environmental Science and Human Population Worksheet
Using the textbooks, the University Library, or other resources, answer each of the following questions in 100 to 200 words.
1.
What would you include in a brief summary on the history of the modern environmental movement, from the 1960s to the present?
2.
Explain the primary concern over exponential population growth. What promotes exponential population growth? What constrains exponential population growth?
3.
What is carrying capacity? Compare predictions for human population growth in developed countries versus developing countries. What will occur if carrying capacity is exceeded?
4.
How do individual choices affect natural ecosystem? Provide examples from your personal or community experience.
.
Ensuring Proper Access Control
in Cloud
by Moen Zaf ar
Submission dat e : 16- Apr- 2019 08:04 AM (UT C+0500)
Submission ID: 1108935903
File name : Ensuring_pro per_access_co ntro l_in_clo ud.do cx (22.27 K)
Word count : 164 3
Charact e r count : 8830
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I. Indu, P. M. Rubesh Anand. "Hybrid
authentication and authorization model f or web
based applications", 2016 International
Conf erence on Wireless Communications,
Signal Processing and Networking (WiSPNET),
2016
Publicat ion
Ensuring Proper Access Control in Cloudby Moen ZafarEnsuring Proper Access Control in CloudORIGINALITY REPORTPRIMARY SOURCES
The economics of sporTs
This page intentionally left blank
The economics of sporTs
F i f t h E d i t i o n
Michael A. Leeds
Temple University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Peter von Allmen
Skidmore College
The Pearson Series in Economics
Abel/Bernanke/Croushore
Macroeconomics*
Bade/Parkin
Foundations of Economics*
Berck/Helfand
The Economics of the Environment
Bierman/Fernandez
Game Theory with Economic
Applications
Blanchard
Macroeconomics*
Blau/Ferber/Winkler
The Economics of Women, Men and Work
Boardman/Greenberg/Vining/
Weimer
Cost-Benefit Analysis
Boyer
Principles of Transportation Economics
Branson
Macroeconomic Theory and Policy
Brock/Adams
The Structure of American Industry
Bruce
Public Finance and the American
Economy
Carlton/Perloff
Modern Industrial Organization
Case/Fair/Oster
Principles of Economics*
Caves/Frankel/Jones
World Trade and Payments:
An Introduction
Chapman
Environmental Economics: Theory,
Application, and Policy
Cooter/Ulen
Law & Economics
Downs
An Economic Theory of Democracy
Ehrenberg/Smith
Modern Labor Economics
Farnham
Economics for Managers
Folland/Goodman/Stano
The Economics of Health and
Health Care
Fort
Sports Economics
Froyen
Macroeconomics
Fusfeld
The Age of the Economist
Gerber
International Economics*
González-Rivera
Forecasting for Economics and
Business
Gordon
Macroeconomics*
Greene
E.
Environmental Kuznets Curve
Econ 328
Dr. Itziar Lazkano
Sustainable Development
Definition
Definition
Development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs
Source: The World Commission on Environment and Development.
The Brundtland Commission report “Our Common Future,” 1987.
Sustainable Development
Challenges
There are four causes of unsustainable economic growth:
1. Natural capital stock (environment and resources)
2. Population growth
3. Poverty and inequality
4. Institutions
Sustainable Development
Definition
What does sustainable development mean in economic terms?
I Continuous economic progress
I Natural capital stock should not decrease over time
Economic growth and environmental quality
The trade-off
Pessimistic view:
I There is a trade-off between economic growth and
environmental quality
I The current generation must stop growing to ensure the well
being of future generations
Evidence
I There are serious environmental dangers associated with
economic growth
I Depletion of exhaustible energy resources
I Such as coal and oil
I Deterioration of the environment
I Through such as CO2 emissions and other greenhouse gases
I Many examples illustrate the negative effect of economic
growth on environmental quality
I Pollution in Mexico city, Tehran, London during
industrialization
Environmental quality could improve with wealth
Some people, however, argue that environmental degradation is
only temporary
Environmental Kuznets Curve
Environmental quality improves with wealth
Recent research finds EKC for certain pollutants:
I Local pollutants (SO2): evidence
I As we become richer, we take care of our local environment
I Global pollutants (CO2): no evidence
I Taking care of our local environment, does not guarantee
better global environment
Technological progress
Optimistic view
The largest criticisms of the Club of Rome is that technological
progress was not taken into account
I New growth theories can reconcile economic growth with
environmental constraints
I New growth theory is based on innovations and directed
technical change
Environmental Kuznets Curve
1. What drives sustained growth in income per capita?
2. Is sustained economic growth possible without environmental
degradation?
Sulfur dioxide
1. Is there an Environmental Kuznets Curve for sulfur dioxide in
the US? Why? Why not?
Figure 4 and 5, SOX may have linear negative or “inverse-N” relationship with per
capita GDP and logarithmic per capita GDP.
Figure 2-5: Scatter plots of CO2, SOX and GDP
Combined with the qualitative analysis above, this paper uses Selden and Song's (1994)
cubic logarithmic polynomial form to establish the following model:
𝑙𝑛𝑌 = 𝛽0 + 𝛽1𝑙𝑛𝑋 + 𝛽2𝑙𝑛
2𝑋 + 𝛽3𝑙𝑛
3𝑋 + 𝜀
Y is the amount of yearly air pollution (CO2 and SOX), X is per capita GDP, 𝜀 is error
term. The regression of CO2 is divided into t
Environmental PoliciesThe National Park Service manages all the .docxkhanpaulita
Environmental Policies
The National Park Service manages all the national parks in the U.S. The agency also is tasked with the management of the monument. According to the environmental policy, the main purpose of this body is to offer recreational activities for citizens and at the same time preserving the ecosystems (Dale, 2015). The BLM and the Forest Service, on the other hand, plays the role of extraction of resources like timbers. The U.S Forest service agency operates within the U.S Department of Agriculture administering the national grasslands and forests. The Bureau of Land Management operates under the United States Department of the Interior tasked with the distribution of public land. Unlike the forest service which has land all over the country, BLM land is only located in the western half of the country.
Wild Horse and Burro Act are one of the agencies formed under federal land management to preserve the native plants. The act formed in 1971 had direct effects on the Bureau of land management since it limited the techniques of BLM eliminating wild horses or rather animals that could sustain oneself on the BLM lands but instead require their protection (Loomis, 2002). Initially, the BLM was of the idea that those animals be killed, but it had to change their direction and adopted a Horse program. The program used a more humane approach and responded to the growing population of the non-native species and the adverse effects they had on the native plants as well as the wildlife populations on BLM lands. The sole function of this agency was to protect the endangered species and ensure their continuity. The endangered species Act's roles revolve around conserving the threatened and endangered plants and the habitat they are found. The act has influenced the operations of the Wild Horse and Burro Act through funding it as well as foreseeing its operations so that it remains true to its mission of ensuring the continuation of the existence of species.
References
Dale, L. (2015). Environmental Policy (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Loomis, J. B. (2002). Integrated public lands management: principles and applications to national forests, parks, wildlife refuges, and BLM lands. Columbia University Press.
Schwartz, E. R. (1977). Federal Land Policy and Management Act of 1976 as amended.
.
Environmental PoliticsTake home Final Spring 2019Instruction.docxkhanpaulita
Environmental Politics
Take home Final
Spring 2019
Instructions: Write a three pages (double spaced, size 10 or 12 font, 1” margin, and typed) paper that answers the questions below (no less than three pages).
Include citations in the text and a bibliography/reference page). Please put your name on your exam, include a cover sheet (does not count as one of the three pages required), and number the pages. You may use any resources necessary to answer the questions, but need to document all sources
Assignment:
Discuss the ability of the United States to respond to, air pollution
You must discuss the appropriate level of response (national, state, local, grassroots, etc.) and type and level of response (legislative, executive, judicial, grassroots awareness, incentives/coercion, etc.).
.
Environmental Policy Report1. Each paper should be about 3.docxkhanpaulita
Environmental Policy Report
1. Each paper should be about 3-4 pages double spaced (not including figures/maps or references). Your report should include the following sections: Introduction, History of the issue, Specifics of the problem,
Solution
s, and Conclusion, though these may vary slightly depending on your topic.
2. Choose a specific topic that fits within the scope of the class. Find an environmental problem or novel solution and discuss some of the policy actions that have been taken to aid or hinder it. You may research a specific law, executive order, or even court cases. Discuss obstacles faced by environmentalists, legislators, and industries. You can also discuss other potential avenues to move forward with the issue. You will likely find more data on topics within the United States system, but you may also pick an international or collaborative issue.
3. Some potential examples are:
a.
b. Pollution
c. Soil Quality
d. Climate Change
e. Air Quality
f. Renewable energy
g. Green Power
h. Rainwater harvesting
i. Energy Conservation
j. Recycling
k. Water purification/ desalinization
l. Waste management
m. Ecosystem management
n. Organic gardening
o. Economics/ Global Development
p. Forest management
q. Wildlife (Plants and Animals)
r. Endangered Species
s. Public Health
4. Each report should include a minimum of 1 peer-reviewed journal articles for the report, although additional research is encouraged.
5. Science, Nature, Proceedings of the National Academy of Sciences (PNAS), Geophysical Research Letters, PLOS-One, etc.
6. Each report must contain a References/Works Cited section at the end of the report and have in-text citations. You may use any citation format (MLA, APA, etc.) as long as you are consistent throughout.
7. A 3-4 page (double spaced) report on your topic, due in hard copy in class on Wednesday, May 6h, 2019,
Once you have an idea, you must chat with me about it briefly before proceeding, either during office hours or through email.
.
Environmental FactorsIn this assignment, you will have a chance to.docxkhanpaulita
Environmental Factors
In this assignment, you will have a chance to discuss a topic that brings personality theory together with social psychology. Dealing with unhealthy groups like gangs or cults is an important issue in social psychology. However, you cannot fully address this issue if you do not first understand personality development and how one’s personality affects the choices that are made. Specifically, you will look at Skinner’s behavioral perspective on personality development and discuss how that theory can play a role in this issue of unhealthy groups.
Bob is an adolescent who grew up in a gang-infested part of a large city. His parents provided little supervision while he was growing up and left Bob mostly on his own. He developed friendships with several kids in his neighborhood who were involved in gangs, and eventually joined a gang himself. Now crime and gang activities are a way of life for Bob. These have become his way to identify with his peer group and to support himself.
It is relatively easy to see that Bob’s environment has played a large role in his current lifestyle. This coincides with Skinner’s concept of environment being the sole determinant of how personality develops. Skinner believed that if you change someone’s environment and the reinforcements in that environment, you can change their behavior.
Use the Internet, Argosy University library resources, and your textbook to research Skinner’s concept of the environment and answer the following questions:
If you were to create an environment for Bob to change his behavior from that of a gang member to a respectable and law-abiding citizen, what types of environmental changes and positive reinforcements would you suggest and why?
What are some interventions that are used in the field currently? Are there any evidence-based programs that use these environmental and reinforcement interventions?
Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources.
By
Saturday, March 22, 2014
.
Environmental Impacts of DeforestationJennifer CroftYour.docxkhanpaulita
Environmental Impacts of Deforestation
Jennifer Croft
Your essay should include five paragraphs, as follows:
Paragraph 1 is your lead paragraph. It will contain an overview of what you have to say about these three topics: disruption of the carbon cycle, disruption of the hydrologic (water) cycle, and the reduction of species diversity.
Paragraphs 2, 3, and 4, are your body paragraphs.
Paragraph 2 should describe how deforestation disrupts the carbon cycle.
In paragraph 3, you’ll write about how deforestation disrupts the hydrologic (water) cycle.
In paragraph 4, you’ll explain how deforestation is related to declining species diversity.
Paragraph 5 is your conclusion paragraph. Here, you can describe how you feel about the three effects of deforestation discussed, and what we might do about it.
It’s permissible to use direct quotes from your reading, but don’t use too many. One to three such quotes should be your limit. Be sure to put a direct quote in quotation marks. For example: According to Smith, “Carbon dioxide is both our friend and our enemy.”
Begin by writing a first draft. Then, edit and rework your material to make it clear and concise. After you have reached a final draft, proofread the essay one last time to locate and correct grammar and spelling errors.
Hide Rubrics
Rubric Name: Assignment 4 Rubric
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
ExemplarySatisfactoryUnsatisfactoryUnacceptableCriterion Score
Lead Paragraph10 points
Student provides a clear, logical overview of the disruption of the carbon cycle, disruption of the hydro (water) cycle, and the reduction of species diversity.
8 points
Student provides a mostly clear, logical overview of the disruption of the carbon cycle, disruption of the hydro (water) cycle, and the reduction of species diversity.
5 points
Student provides a weak or unclear overview of the disruption of the carbon cycle, disruption of the hydro (water) cycle, and the reduction of species diversity.
0 points
Student provides a poor overview of the disruption of the carbon cycle, disruption of the hydro (water) cycle, and the reduction of species diversity.
/ 10Paragraph 2: How deforestation disrupts the carbon cycle20 points
Student provides a clear, logical description of how deforestation disrupts the carbon cycle.
15 points
Student provides a mostly clear, logical description of how deforestation disrupts the carbon cycle.
10 points
Student provides a weak or unclear description of how deforestation disrupts the carbon cycle.
0 points
Student provides a poor description of how deforestation disrupts the carbon cycle.
/ 20Paragraph 3: How deforestation disrupts the hydro (water) cycle20 points
Student provides a clear, logical description of how deforestation disrupts the hydro (water) cycle.
15 points
Student provides a mostly .
Environmental Factors and Health Promotion Accident Prevention and .docxkhanpaulita
Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.
Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.
Include the following in your presentation:
Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
Refer to the resource, "Loom," located in the Student Success Center, for additional guidance on recording your presentation.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - MooreLIVING .docxkhanpaulita
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
LIVING WITH THE EARTH
CHAPTER 3
ENVIRONMENTAL DEGRADATION
AND FOOD SECURITY
Cooking a meal in Africa
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Objectives for this Chapter
A student reading this chapter will be able to:
1. Discuss the impact of population on resources and ecosystems.
2. Define the following terms and explain their response to population growth: retrogression, soil erosion, desertification, deforestation, wetlands destruction, and wildlife destruction
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Objectives for this Chapter
3. Define the term food security and discuss the reasons leading to food insecurity among many nations worldwide.
4. List the suggested steps that might be taken to minimize global food insecurity.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Objectives for this Chapter
5. Explain the most likely reasons for a growing food insecurity in the United States.
6. List and discuss the demographics of the populations in the United States at risk to food insecurity.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
LIVING WITH THE EARTH
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY
INTRODUCTION: THE DEBATE
The ability of our planet to sustain and feed the dramatic increases in human population growth has been an on-going debate stretching back over 200 years.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
The Viewpoint of Malthus and Followers
Neo-Malthusians (Malthus, 1789)
Human growth is logarithmic and plants grow arithmetically. Growth will eventually surpass the ability of the land to feed the expanding population.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Technology and Policy Will Save the Day
Cornucopians
The real threat to global stability is the failure of nations to pursue economic trade and research policies that increase food production, more evenly distribute food and resources, and limit environmental pollution.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Technology and Policy Will Save the Day
The Green Revolution
Strains of plants are being developed that resist diseases, pests, drought and flooding.
So striking has been the increased production, that the incorporation of these new variety of seeds and processes became known as the “Green Revolution.”
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
The Green Revolution
The world markets and the “Green Revolution” may promote monocultural technology that could prove to be ecologically unstable (Fig. 3-1).
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Fig. 3-1
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
The Green Revolution
Cross-breeding (Fig. 3-2)
Induced Mutation (Fig. 3-2)
Gene Transfer (Fig. 3-3)
Precision Farming (Fig. 3-4)
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
Fig. 3-2. Cross-breeding and Mutation
Hybridization- pollination o.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - MooreLI.docxkhanpaulita
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
LIVING WITH THE EARTH
Cooking a meal in Africa
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
Objectives for this ChapterA student reading this chapter will be able to:1. Discuss the impact of population on resources and ecosystems.2. Define the following terms and explain their response to population growth: retrogression, soil erosion, desertification, deforestation, wetlands destruction, and wildlife destruction
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
Objectives for this Chapter3. Define the term food security and discuss the reasons leading to food insecurity among many nations worldwide.4. List the suggested steps that might be taken to minimize global food insecurity.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
Objectives for this Chapter5. Explain the most likely reasons for a growing food insecurity in the United States.6. List and discuss the demographics of the populations in the United States at risk to food insecurity.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
LIVING WITH THE EARTH
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY
INTRODUCTION: THE DEBATE The ability of our planet to sustain and feed the dramatic increases in human population growth has been an on-going debate stretching back over 200 years.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
The Viewpoint of Malthus and FollowersNeo-Malthusians (Malthus, 1789)Human growth is logarithmic and plants grow arithmetically. Growth will eventually surpass the ability of the land to feed the expanding population.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
Technology and Policy Will Save the DayCornucopiansThe real threat to global stability is the failure of nations to pursue economic trade and research policies that increase food production, more evenly distribute food and resources, and limit environmental pollution.
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
Technology and Policy Will Save the DayThe Green RevolutionStrains of plants are being developed that resist diseases, pests, drought and flooding.So striking has been the increased production, that the incorporation of these new variety of seeds and processes became known as the “Green Revolution.”
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
*
The Green RevolutionThe world markets and the “Green Revolution” may promote monocultural technology that could prove to be ecologically unstable (Fig. 3-1).
ENVIRONMENTAL DEGRADATION AND FOOD SECURITY - Moore
ENVIR.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
ENVIRONMENTAL MANAGEMENT SYSTEMS (EMSs) Theory and a.docx
1. ENVIRONMENTAL MANAGEMENT SYSTEMS (EMSs)
Theory and application
Companies have many and diverse stakeholders
There may be many and diverse issues to manage
The Master Plan
6. Managing the impacts of growth
6.1 Strategic environmental appraisal
6.2 Traffic and transport
6.3 Road transport
6.4 Noise
6.5 Air quality
6.6 Natural heritage
6.7 Surface water
6.8 Energy and waste
6.9 Waste
6.10 Economic and social impact
2. Environmental management clearly needs a systematic
approach
Systems and standards in industry
are commonplace….
pick a card: any card …...
3. What should an effective environmental management system
look like?
1
policy
2
planning
3
implementation
and
operation
4
checking
5
management
review
5. Putting management of key issues into practice
Auditing - measuring progress towards targets
Assessing success of
elements 1-4 and the system as a whole
StandardsAll BSi and ISO standards have identification
numbers
This ensures clear identification by all parties
Standards identification numbers:
Certification
Organisations can be certified to ISO 14001
(often termed ‘certified against ISO 14001’)
6.
7. ISO 14001
Why the strong growth of
ISO 14001?
ISO Survey of Management System Standard Certifications –
2016
EMSsOther forms of recognition exist
In Europe, EMAS is widely adopted
8. EMAS has since been dropped
- SAS reviewed the strategic benefits …
EMSs
Standards – environmental and others – are increasingly
important for business
– a company may lose out if standards
are not gained
– a company may see business increase
through the achievement of standards
Hutchins Center for African and African American Research at
Harvard University
9. Nappy Happy
Author(s): Ice Cube and Angela Y. Davis
Source: Transition, No. 58 (1992), pp. 174-192
Published by: Indiana University Press on behalf of the
Hutchins Center for African and
African American Research at Harvard University
Stable URL: http://www.jstor.org/stable/2934976
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10. T R A N S I T I ON Conversation
NAPPY HAPPY
A Conversation with Ice Cube and Angela Y. Davis.
You may love him or loathe him, but
you have to take him seriously. O'Shea
Jackson-better known by his nom de mi-
crophone, Ice Cube-may be the most
successful "hardcore" rap artist in the re-
cording industry. And his influence as a
trendsetter in black youth culture is un-
rivaled. According to some academic
analysts, Ice Cube qualifies as an "or-
ganic intellectual" (in Antonio Gramsci's
famous phrase): someone organically
connected to the community he would
uplift.
He is, at the same time, an American
success story. It was as a member of the
Compton-based rap group NWA that he
11. first came to prominence in 1988 at the
age of 18. Less than two years later, he
left the group over a dispute about
money, and went solo. Amerikkka's Most
Wanted, his gritty debut album, went
platinum-and the rest is recording his-
tory.
Ice Cube is also a multimedia phe-
nomenon. Artless, powerful perfor-
mances in films by John Singleton and
Walter Hill have established him as a
commanding screen presence. That,
combined with his streetwise credibility,
has been a boon for St. Ides malt liquor,
which has paid generously for his ongo-
ing "celebrity endorsement." Naturally,
it's a relationship that has aroused some
skepticism. While Public Enemy's
Chuck D, for example, has inveighed
against an industry that exacts a tragic
toll in America's inner cities, even suing
a malt liquor company that used one of
12. his cuts to promote its product, Ice Cube
defends his role in touting booze in the
'hood-even though, having joined the
Nation of Islam, he says he's now a tee-
totaller. "I do what I want to do," he says
of his malt liquor ads.
Some of his other celebrity endorse-
ments have raised eyebrows as well. For
example, at the end of a press conference
last year, Ice Cube held up a copy of a
book entitled The Secret Relationship Be-
tween Blacks and Jews, which purports to
reveal the "massive" and "inordinate"
role of the Jews in a genocidal campaign
against blacks. "Try to find this book,"
he exhorted, "everybody."
But then Ice Cube is no stranger to
controversy, and his second album Death
Certificate has certainly not been without
13. its critics. The album, which has sold
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over a million copies, delivers a strong
message of uplift and affirmation . . .
unless you happen to be female, Asian,
Jewish, gay, white, black, whatever.
So, for instance, in the song "No Va-
seline," Ice Cube calls for the death of
Jerry Heller, his former manager, and
imagines torching NWA rapper Eazy-E
for having "let a Jew break up your
crew." In "Horny Lil' Devil," Cube
speaks of castrating white men who go
out with black women. ("True Niggers
ain't gay," he advises in the course of this
cut.) In "Black Korea," he warns Korean
grocers to "pay respect to the black fist,
14. or we'll burn your store down to a
crisp." You get the picture. Not exactly
"It's a Small World After All."
Still, Ice Cube's champions-and
stalwart defenders-are legion. "I have
seen the future of American culture and
he's wearing a Raiders hat," proclaimed
the music criticJames Bernard. "Cube's
album isn't about racial hatred," opined
Dane L. Webb, then executive editor of
Larry Flynt's Rappages. "It's about have-
nots pointing fingers at those who have.
And the reality for most Black people is
that the few that have in our communities
are mostly Asian or Jewish. And when a
Black man tells the truth about their
oppressive brand of democracy in our
community, they 'Shut 'Em Down.'"
"When Ice Cube says that NWA is con-
trolled by a Jew," Chuck D protested,
"how is that anti-Semitism, when Heller
is a Jew?" The journalist Scott Poulson-
Bryant pointedly observed that most of
Cube's critics are unconcerned when he
15. advocates hatred and violence toward
NAPPY HAPPY 175
Angela Y. Davis
and Ice Cube
(O'Shea Jackson)
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other blacks. "All the cries of Ice Cube's
racism, then, seem dreadfully racist
themselves," he argued. "Dismissing the
context of Death Certificate's name-
calling and venom, critics assume a
police-like stance and fire away from be-
hind the smoke screen."
Not all black intellectuals have been as
charitable. Thus Manning Marable, the
radical scholar and commentator, ques-
tions the rap artist's "political maturity
16. and insight" and insists that "people
of color must transcend the terrible ten-
dency to blame each other, to empha-
size their differences, to trash one
another. ... A truly multicultural de-
mocracy which empowers people of
color will never be won if we tolerate
bigotry with our own ranks, and turn
our energies to undermine each other."
And what of the legendary Angela Y.
Davis? In some ways, hers, too, was an
American success story, but with a twist.
Raised in Birmingham, Alabama, Davis
went on to graduate magna cum laude
from Brandeis University and work on
her doctorate under Herbert Marcuse at
the University of California, San Diego,
and teach philosophy at the University of
California, Los Angeles. In a few short
years, however, her political commit-
ments made her a casualty of the gov-
17. ernment's war against black radicalism:
the philosopher was turned into a fugi-
tive from justice. In 1970, by the age of
twenty-six, she had made the FBI's Ten
Most Wanted List (which described her
as "armed and dangerous") and appeared
on the cover of Newsweek-in chains.
Now a professor in the History of
Consciousness program at the Univer-
sity of California, Santa Cruz, Davis has
made her mark as a social theorist, elab-
orating her views on the need for a trans-
racial politics of alliance and transfor-
mation in two widely cited collections
of essays, Women, Race, & Class and
Women, Culture, & Politics. Cautioning
against the narrow-gauged black nation-
alism of the street, Davis is wont to decry
anti-Semitism and homophobia in the
same breath as racism. "We do not draw
the color line," she writes in her latest
18. book. "The only line we draw is one
based on our political principles."
So the encounter between them-a
two hour conversation held at Street
Knowledge, Cube's company offices-
was an encounter between two different
perspectives, two different activist tradi-
tions, and, of course, two different gen-
erations. While Davis's background has
disposed her to seek common ground
with others, these differences may have
been both constraining and productive.
Davis notes with misgivings that Death
Certificate was not released until after the
conversation was recorded, so that she
did not have the opportunity to listen to
more than a few songs. She writes:
"Considering the extremely problematic
content of 'Black Korea,' I regret that I
was then unaware of its inclusion on the
album. My current political work in-
volves the negotiation of cross-cultural
19. alliances-especially among people of
color-in developing opposition to hate
violence. Had I been aware of this song,
it would have certainly provided a the-
matic focus for a number of questions
that unfortunately remain unexplored in
this conversation."
Angela Y. Davis: I want to begin by
acknowledging our very different posi-
tions. We represent different generations
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and genders: you are a young man and I
am a mature woman. But I also want to
acknowledge our affinities. We are both
African Americans, who share a cultural
tradition as well as a passionate concern
for our people. So, in exploring our dif-
ferences in the course of this conversa-
20. tion, I hope we will discover common
ground. Now, I am of the same gener-
ation as your mother. Hip-hop culture is
a product of the younger generation of
sisters and brothers in our community. I
am curious about your attitude toward
the older generation. How do you and
your peers see us?
Ice Cube: When I look at older people,
I don't think they feel that they can learn
from the younger generation. I try and
tell my mother things that she just
doesn't want to hear sometimes. She is so
used to being a certain way: she's from
the South and grew up at a time when the
South was a very dangerous place. I was
born in Los Angeles in 1969. When I
started school, it was totally different
from when she went to school. What she
learned was totally different from what I
learned.
AYD: I find that many of the friends I
21. have in my own age group are not very
receptive to the culture of the younger
generation. Some of them who have
looked at my CDs have been surprised to
see my collection of rap music. Invari-
ably, they ask, "Do you really listen to
that?" I remind them that our mothers
and fathers probably felt the same way
about the music we listened to when we
were younger. If we are not willing to
attempt to learn about youth culture,
communication between generations
will be as difficult as it has always been.
We need to listen to what you are
saying-as hard as it may be to hear it.
And believe me, sometimes what I hear
in your music thoroughly assaults my
ears. It makes me feel as if much of the
work we have done over the last decades
to change our self-representations as Af-
rican Americans means little or nothing
22. to so many people in your generation. At
the same time, it is exhilarating to hear
your appeal to young people to stand up
and to be proud of who they are, who we
are. But where do you think we are right
now, in the 1990s? Do you think that
each generation starts where the preced-
ing one left off?
The war against gangs is
a war against our kids
IC: Of course. We're at a point when we
can hear people like the L.A. police chief
on TV saying we've got to have a war on
gangs. I see a lot of black parents clap-
ping and saying: Oh yes, we have to have
a war on gangs. But when young men
with baseball caps and T-shirts are con-
sidered gangs, what these parents are do-
ing is clapping for a war against their
23. children. When people talk about a war
on gangs, they ain't going to North of
Pico or Beverly Hills. They are going to
come to South Central L. A. They are go-
ing to go to Watts, to Long Beach, to
Compton. They are going to East Oak-
land, to Brooklyn. That war against
gangs is a war against our kids. So the
media, the news, have more influence on
our parents than we in the community.
The parents might stay in the house all
day. They go back and forth to work.
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They barely know anybody. The gang
members know everybody up and down
the street.
AYD: During the late sixties, when I
lived in Los Angeles, my parents were
24. utterly opposed to my decision to be-
come active in the Black Panther Party
and in SNCC [Student Nonviolent Co-
ordinating Committee]. They were an-
gry at me for associating myself with
what was called "black militancy" even
though they situated themselves in a pro-
gressive tradition. In the thirties, my
mother was active in the campaign on
behalf of the Scottsboro Nine-you
know about the nine brothers who were
falsely charged with raping three white
women in Scottsboro, Alabama. They
spent almost all of their lives in prison.
My mother was involved in that cam-
paign, confronting racism in a way that
makes me feel scared today. But when
she saw me doing something similar to
what she had done in her youth, she be-
came frightened. Now she understands
25. that what I did was important. But at the
time she couldn't see it. I wish that when
I was in my twenties, I had taken the ini-
tiative to try and communicate with my
mother, so that I could have discovered
that bridging the great divide between us
was a similar passion toward political ac-
tivism. I wish I had tried to understand
that she had shaped my own desire to
actively intervene in the politics of rac-
ism. It took me many years to realize that
in many ways I was just following in her
footsteps. Which brings me to some ob-
servations about black youth today and
the respect that is conveyed in the pop-
ular musical culture for those who came
before-for Malcolm, for example.
What about the parents of the young
people who listen to your music? How
do you relate to them?
IC: Well, the parents have to have open
26. minds. The parents have to build a bond,
a relationship with their kids, so Ice Cube
doesn't have control of their kid. They
do. Ice Cube is not raising their kid.
They are.
AYD: But you are trying to educate
them.
IC: Of course. Because the school sys-
tem won't do it. Rap music is our net-
work. It's the only way we can talk to
each other, almost uncensored.
AYD: So what are you talking to each
other about?
IC: Everybody has a different way. My
first approach was holding up the mir-
ror. Once you hold up a mirror, you see
yourself for who you are, and you see the
things going on in the black community.
Hopefully, it scares them so much that
they are going to want to make a change,
27. or it's going to provoke some thought in
that direction.
AYD: Am I correct in thinking that
when you tell them, through your mu-
sic, what is happening in the commu-
nity, you play various roles, you become
different characters? The reason I ask this
question is because many people assume
that when you are rapping, your words
reflect your own beliefs and values. For
example, when you talk about "bitches"
and "hoes," the assumption is that you
believe women are bitches and hoes. Are
you saying that this is the accepted lan-
guage in some circles in the community?
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That this is the vocabulary that young
people use and you want them to observe
28. themselves in such a way that may also
cause them to think about changing their
attitudes?
IC: Of course. People who say Ice Cube
thinks all women are bitches and hoes are
not listening to the lyrics. They ain't lis-
tening to the situations. They really are
not. I don't think they really get past the
profanity. Parents say, "Uh-oh, I can't
hear this," but we learned it from our
parents, from the TV. This isn't some-
thing new that just popped up.
AYD: What do you think about all the
efforts over the years to transform the
language we use to refer to ourselves as
black people and specifically as black
women? I remember when we began to
eliminate the word "Negro" from our
vocabulary. It felt like a personal victory
for me when that word became obsolete.
As a child I used to cringe every time
someone referred to me as a "Negro,"
29. whether it was a white person or another
"Negro." I didn't know then why it
made me feel so uncomfortable, but later
I realized that "Negro" was virtually
synonymous with the word "slave." I
had been reacting to the fact that every-
where I turned I was being called a slave.
White people called me a slave, black
people called me a slave, and I called my-
self a slave. Although the word "Negro"
is Spanish for the color black, its usage in
English has always implied racial inferi-
ority.
When we began to rehabilitate the
word "black" during the mid-sixties,
coining the slogan "Black is beautiful,"
calling ourselves black in a positive and
self-affirming way, we also began to crit-
icize the way we had grown accustomed
to using the word "nigger." "Negro"
was just a proper way of saying "nig-
ger." An important moment in the pop-
30. ular culture of the seventies was when
Richard Prior announced that he was
eliminating "nigger" from his vocabu-
lary.
How do you think progressive Afri-
can Americans of my generation feel
when we hear all over again-especially
in hip hop culture- "nigger, nigger, nig-
ger"? How do you think black feminists
like myself and younger women as well
respond to the word "bitch"?
IC: The language of the streets is the only
language I can use to communicate with
the streets. You have to build people up.
You have to get under them and then lift.
You know all of this pulling from on top
ain't working. So we have to take the
language of the streets, tell the kids about
the situation, tell them what's really go-
31. ing on. Because some kids are blind to
what they are doing, to their own ac-
tions. Take a football player-a quarter-
back. He's on the field, right in the ac-
We have a lot of people
out there just looking to get
paid. I'm looking to earn,
but I'm not looking to
get paid
tion. But he still can't see what's going
on. He's got to call up to somebody that
has a larger perspective. It's the same
thing I'm doing. It's all an evolution pro-
cess. It's going to take time. Nothing's
going to be done overnight. But once we
start waking them up, opening their
eyes, then we can start putting some-
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32. thing in there. If you start putting some-
thing in there while their eyes are closed,
that ain't doing no good.
AYD: Your first solo album, Ameri-
kkka's Most Wanted, went gold in ten days
without any assistance from the radio
and the normal network, and went plat-
inum in three months. Why do you think
young sisters and brothers are so drawn
to your voice, your rap, your message?
IC: The truth. We get a lot of brothers
who talk to a lot of people. But they ain't
saying nothing. Here's a brother who's
saying something- who won't sell him-
self out. Knowing that he won't sell him-
self out, you know he won't sell you out.
We have a brother who ain't looking to
get paid. I'm looking to earn, but I'm not
33. looking to get paid. You have a lot of
people out there just looking to get paid.
We've got a lot of people in the position
of doing music, and all they want to talk
about is "baby don't go, I love you,"
"please come back to me," and "don't
worry, be happy."
AYD: What's the difference between
what you tried to do on Amerikkka's Most
Wanted and on Death Certificate?
IC: Well in Amerikkka's Most Wanted, I
was still blind to the facts. I knew a few
things, but I didn't know what I know
now. I've grown as a person. When I
grow as a person, I grow as an artist. I
think that this new album, Death Certif-
icate, is just a step forward.
AYD: Perhaps you can say how this al-
bum is evidence of your own growth and
development in comparison to Ameri-
34. kkka's Most Wanted.
IC: I think I have more knowledge of
self. I am a little wiser than I was. In
Amerikkka's Most Wanted, even though it
was a good album-it was one of the best
albums of the year-I was going through
a lot of pressure personally. With this
new album, Death Certificate, I can look
at everything, without any personal
problems getting in the way. It's all
about the music.
AYD: I am interested in what you've
said about the difference between side A
and side B.
IC: Death Certificate is side A. Most peo-
ple liken it to "gangster rap." "Reality
rap" is what it is. Side A starts off with
a funeral, because black people are men-
tally dead. It's all about getting that
across in the music. A lot of people like
the first side. It's got all that you would
35. expect. At the end of the first side, the
death side, I explain that people like the
first side because we're mentally dead.
That's what we want to hear now. We
don't love ourselves, so that's the type of
music we want to hear. The B side-
which is the life side-starts off with a
birth and is about a consciousness of
where we need to be, how we need to
look at other people, how we need to
look at ourselves and reevaluate our-
selves.
AYD: Let's talk about "party politics."
When kids are partying to your music,
they are also being influenced by it, even
though they may not be consciously fo-
cusing on what they need to change in
their lives.
IC: I wouldn't say my music is party mu-
sic. Some of the music is "danceable."
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But a lot of it is something that you put
on in your Walkman and listen to.
AYD: But what kind of mood does it
put you in? Isn't it the rhythm, the beat
that captures you, that makes you feel
good?
IC: You should feel good when you
learn it.
AYD: I have talked to many of my
young friends who listen to you and say,
"This brother can rap!" They are really
impressed by your music, but they
sometimes feel embarrassed that they
unthinkingly follow the lyrics and some-
times find themselves saying things that
challenge their political sensibilities. Like
using the word "bitch," for example.
Which means that it is the music that is
37. foregrounded and the lyrics become sec-
ondary. This makes me wonder whether
the message you are conveying some-
times escapes the people that you are try-
ing to reach.
IC: Well, of course it's not going to reach
everybody in the same way. Maybe the
people that are getting it can tell the
brother or the sister that ain't getting it.
I think what my man's trying to say here
is called breakdown. You know what I'm
saying? Once you have knowledge, it is
just in your nature to give it up.
AYD: I took your video-"Dead
Homies"-to the San Francisco County
Jail and screened it for the sisters there
who recently had been involved in a se-
ries of fights among themselves in the
dorm. They had been fighting over who
gets to use the telephone, the micro-
38. wave, and things like that. The guards
had constantly intervened-they come in
at the slightest pretext, even when some-
body raises their voice. Your video, your
song about young people killing each
other, provided a basis for a wonderful,
enlightening conversation among the
women in the jail. They began to look at
themselves and the antagonisms among
them in a way that provoked them to
think about changing their attitudes.
IC: Let me tell you something. What we
have is kids looking at television, hearing
the so-called leaders in this capitalist
system saying: It's not all right to be
poor-if you're poor you're nothing-
get more. And they say to the women:
You got to have your hair this way, your
eyes got to be this way. You got to have
this kind of purse or that kind of shoes.
There are the brothers who want the
39. women. And the women have the atti-
tude of "that's what we want." I call
it the "white hype." What you have
is black people wanting to be like
white people, not realizing that white
people want to be like black people. So
the best thing to do is to eliminate that
type of thinking. You need black men
who are not looking up to the white
man, who are not trying to be like the
white man.
AYD: What about the women? You
keep talking about black men. I'd like to
hear you say: black men and black
women.
IC: Black people.
AYD: I think that you often exclude
your sisters from your thought process.
We're never going to get anywhere if
we're not together.
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40. IC: Of course. But the black man is
down.
AYD: The black woman's down too.
IC: But the black woman can't look up
to the black man until we get up.
AYD: Well why should the black
woman look up to the black man? Why
can't we look at each other as equals?
IC: If we look at each other on an equal
level, what you're going to have is a di-
vide.
AYD: As I told you, I teach at the San
Francisco County Jail. Many of the
women there have been arrested in con-
nection with drugs. But they are invis-
ible to most people. People talk about the
drug problem without mentioning the
fact that the majority of crack users in our
community are women. So when we
talk about progress in the community,
41. we have to talk about the sisters as well
as the brothers.
IC: The sisters have held up the com-
munity.
AYD: When you refer to "the black
man," I would like to hear something ex-
plicit about black women. That will con-
vince me that you are thinking about
your sisters as well as your brothers.
IC: I think about everybody.
AYD: We should be able to speak for
each other. The young sister has to be
capable of talking about what's happen-
ing to black men-the fact that they are
dying, they're in prison; they are as en-
dangered as the young female half of our
community. As a woman I feel a deep
responsibility to stand with my brothers
and to do whatever I can to halt that vi-
cious cycle. But I also want the brothers
to become conscious of what's happen-
ing to the sisters and to stand with them
42. and to speak out for them.
IC: We can't speak up for the sisters until
we can speak up for ourselves.
AYD: Suppose I say you can't speak up
for yourselves until you can also speak up
for the sisters. As a black woman I don't
think I can speak up for myself as a
woman unless I can speak up for my
brothers as well. If we are talking about
an entire community rising out of pov-
erty and racism, men will have to learn
how to challenge sexism and to fight on
behalf of women.
IC: Of course.
AYD: In this context, let's go back to
your first album. I know that most
women-particularly those who identify
with feminism or with women's move-
ments-ask you about "You Can't Faze
Me." Having been involved myself with
the struggle for women's reproductive
rights, my first response to this song was
43. one of deep hurt. It trivializes something
that is extremely serious. It grabs people
in a really deep place. How many black
women died on the desks of back alley
abortionists when abortion was illegal
before 1973? Isn't it true that the same
ultraright forces who attack the rights
of people of color today are also calling
for the criminalization of abortion?
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Women should have the right to exercise
some control over what happens to our
bodies.
AYD: What do you think about the
"don't do drugs" message you hear over
and over again in rap music? Do you
think that it's having any effect on …
44. Life cycle assessment (LCA)
Environmental management approaches
LIFE CYCLE ASSESSMENT (LCA)
LCA attempts to identify the environmental
impacts of products or services…
… by examining impacts at different life
cycle stages such as :
production >>> use >>> disposal
Basic product life cycle
45. Life cycle of a biofuel product with possible inputs and
environmental impacts
Instead of popularity as the focus (as in the previous slide), an
environmental LCA for a facility (already in operation) such as
a theme park might examine the environmental implications of
life cycle stages such as:
- construction of new features
- operation
- decommissioning
Note that EIA is concerned with development projects that have
not yet been built
An internationally standardised methodology exists for LCA
(this is the ISO 14040 series)
LCA helps to quantify:
46. the environmental pressures related to goods and services
(products)
the environmental benefits, the trade-offs and areas for
achieving improvements taking into account the full life-cycle
of the product
Life Cycle Assessment (LCA)
(Following material adapted from European Commission)
Scoping
– what is to be included in the study
Main LCA stages
(2010)
Note that ‘scoping’ is important: what should be included in the
LCA?
Scoping
– what is to be included in the study
Life Cycle Inventory (LCI)
– the collection and analysis of data (e.g. emissions to e.g.
air and water, waste generation and resource consumption)
which are associated with a product from the extraction of raw
materials through production and use to final disposal,
including recycling, reuse, and energy recovery
Main LCA stages
47. Scoping
– what is to be included in the study
Life Cycle Inventory (LCI)
– the collection and analysis of data (e.g. emissions to e.g.
air and water, waste generation and resource consumption)
which are associated with a product from the extraction of raw
materials through production and use to final disposal,
including recycling, reuse, and energy recovery
Life Cycle Impact Assessment
– the estimation of the actual impacts of the inputs and
outputs identified in the inventory e.g. climate change, resource
depletion, human health effects, etc
Interpretation
– making decisions based on information gathered
Main LCA stages
However, it has to be kept in mind that the use of LCA is
merely a decision supporting tool, rather than a decision making
tool
LCA particularly tends to exclude economic and social impacts
and the consideration of more local environmental issues
LCA should be used in conjunction with other tools to assist in
identifying areas of potential improvement
Life Cycle Assessment (LCA)
Key LCA components
48. Much ecolabelling is based on this approach:
Source: Water footprint of nations UNESCO-IHE
LCA can reveal information that would otherwise not be known
Washing machine LCA
Marks & Spencer plc
Streamlined Life Cycle Assessment of
Marks & Spencer plc Apparel Products
January 2002
49. Percentage breakdown of extracted energy burden by life cycle
stage
‘Airbus is committed to the sustainable future of aviation by
providing innovative solutions to reduce environmental impact
throughout an aircraft’s entire life cycle – from design and
manufacture to in-flight operations and end-of-life management’
With an adequate supply of sources such as jatropha, Airbus
believes one-third of aviation fuel could come from alternative
sources by 2030
51. Goods and services needed for operation?
Transport requirements?
Inputs needed by visitors / customers?
Waste generated by people and operations?
Life cycle assessment approach for facilities
buildings and infrastructure
infrastructure operations
transport
use and consumption
disposal
Impacts?
Impacts?
Impacts?
Impacts?
Impacts?
Inputs needed for development?
52. Goods and services needed for operation?
Transport requirements?
Inputs needed by visitors / customers?
Waste generated by people and operations?
Life cycle assessment approach for facilities
transport
Impacts?
Transport requirements?
The tiny Swiss ski town of Tenna recently put itself on the map
with the world’s first solar wing-powered chair lift. While
solar-powered lifts are popping up in ski resorts all over the
world, this is the only one with a string of photovoltaic “wings”
that float on a string above the lift chairs all the way up the
mountain.
The lift is expected to produce over 90,000 kilowatt hours of
energy each year. On a sunny day, the lift produces twice as
much power as it consumes, making it an ideal green power
plant during Tenna’s off-seasons.
53. Key environmental issues?
(An ISO 14001 company)
http://www.accor.com/uploads/static/earthguest/en/
HUGE BUILDING-SITE WASTE
Every year, Accor produces as much waste as about 219,000
Europeans: 1.25 million tonnes. A closer look has shown the
Group several things: over two-thirds of that waste comes from
hotel building and refurbishing work (concrete, wood, furniture,
common industrial waste, etc). And about one-quarter of that
impact comes from energy-related waste (extracting and
preparing fuel).
The last surprise was that hotel operations generate
comparatively little waste in relation to other aspects of Accor
54. operations: ‘only’ 5% – even though the Group will needless to
say continue to pay attention to that area.
FOOD PURCHASES ACCOUNT FOR MOST OF THE WATER
WE CONSUME AND CONTAMINATE
One of the big surprises in this survey is that the meals we
serve in our hotels
account for the bulk of our impact on water! Accor indeed has
to continue to
reduce its direct consumption – in bathrooms and kitchens,
sprinklers and
leaks – but all those outlets combined only add up to slightly
over 10% of its
impact on water, whereas the water used all the way up and
down the food
production chain accounts for about 86%.
‘Eco-efficiency throughout
every step of the aircraft life-cycle’
LIFE CYCLE ASSESSMENT
The company takes into account environmental
performance at every step
of a product’s life cycle —
from materials, design and
manufacturing, through inservice use and end-of-service
recycling and disposal
55. LCA can be part of an EMS
Using Disposable Cups? Paper vs Plastic:
What to Choose for a Lower Impact
Lifecycle Assessments
When we decide our greenest option, we must evaluate their so-
called “lifecycle assessments.” In other words, we must
consider and contrast a variety of possible environmental
impacts, including their carbon footprints, impact on global
warming, resource consumption, harmful chemicals, or ozone
depletion they might cause.
One study found the following:
When compared to the manufacturing of paper cups,
making plastic cups:requires about 17 percent less energyneeds
about 42 percent less wateruses 22 percent less petroleum to
gather materials and ship cupsdoesn’t create harmful chemicals
if not disposed of properlydoesn’t call for cutting of trees
Comparatively, when compared to plastic cups, paper
cups:generate around 28 percent fewer greenhouse gasesaren’t
toxicdecompose in a landfill in about 20 years, instead of 1
million-plusare much easier to recycle and recycled at a higher
ratedecompose in water in just a few days, in contrast to 50
years
… Best choice?
56. LIFE CYCLE ASSESSMENT
The focus on products and services as causes of
environmental problems
- and sources of solutions –
means that LCA will grow in importance
Case study: theme park development in Swanscombe, UK
Proposed opening date: 2023
buildings and infrastructure
infrastructure operations
transport
use and consumption
disposal
Impacts?
Impacts?
57. Impacts?
Impacts?
Impacts?
Inputs needed for development?
Goods and services needed for operation?
Transport requirements?
Inputs needed by visitors / customers?
Waste generated by people and operations?
Life cycle assessment approach for facilities
For a theme park operator, where could costs be reduced
while improving environmental performance?
Faculty of Design, Media & Management
Assignment Brief
Module Title:
Sustainability and Responsibility Management
Module Code:
TM502
Assignment No/Title:
Coursework 1
Assessment Weighting:
60%
Submission Date:
Week 32
Feedback Target Date:
58. Within 3 weeks
Module Co-ordinator/
Tutor:
Nigel Griffiths
Course Area
Travel
Submission Instructions:
This assignment is to be submitted electronically using
Blackboard
1. This assignment must be submitted electronically by 2pm on
the submission date
2. To submit electronically you must upload your work to the e-
submission area within the Blackboard module concerned. Click
Submit> Browse (find the correct file to upload) Upload>
Submit
3. You can resubmit your work as many times as you like until
the deadline. If you choose to resubmit, your earlier submission
will be replaced, and you will NOT receive an Originality
Report until 24 hours from when the submission was made.
4. You will receive a digital receipt as proof of submission.
This will be sent to your Bucks e-mail address; please keep this
for reference.
5. You are reminded of the University’s regulations on cheating
and plagiarism. In submitting your assignment you are
acknowledging that you have read and understood these
regulations.
6. Late submission within 10 working days of the deadline will
result in the mark being capped at a maximum of 40%. Beyond
this time the work will not be marked.
7. You are reminded that it is your responsibility to keep an
electronic copy of your assignment for future reference.
Instructions to Students: Specify whether it is a group or
individual assignment, the word length and any abnormal
submission instructions.
59. You are to produce a report of 2,500 words (+/- 10%)
The report should be submitted using MS Word, Arial Font 12
and in double-line spacing
No collaboration is allowed
This assignment tests the following Learning Outcomes for the
module:Delete any that do not apply and ensure that alternative
instructions are entered in the box above.
Explain the need for corporate sustainability management and
how appropriate sustainability management approaches can be
formulated and implemented
Identify and evaluate key strategies and policies that can be
adopted by businesses in order to manage sustainability and
responsibility challenges
The Assignment Task:
You work as a sustainability manager for an operator in the
travel and tourism industry sector.
Specify the type of operator that you work for. Many types of
industry operator would be suitable choices (tour operator;
cruise line; hotel; airline; airport; all are appropriate examples,
though many others are suitable) – confirm your choice with the
lecturer to make sure it is appropriate.
Your company has decided to improve its sustainability image
and performance in order to meet the growing expectations of
60. its stakeholders where sustainability issues are concerned.
1) Explain, giving reasons, which are the key sustainability
stakeholder groups that influence your company
2) As sustainability manager, you have to decide which
management approaches should be adopted by your company to
meet its challenges where sustainability and responsibility
challenges are concerned.
Explain which two of the management approach options shown
below you would recommend as most suitable for your company
and give clear justification for your choices:
Management approaches from:
environmental management system (EMS)
sustainability management system (SMS)
environmental impact assessment (EIA)
social impact assessment (SIA)
environmental labelling of products and services
life cycle assessment (LCA)
environmental/sustainability reporting
ecological footprinting
(Discuss your choices with your lecturer before you begin).
3) Evaluate how effective your chosen management approaches
are likely to be both in terms of managing sustainability
challenges and in making your company a more successful
business.
Use real-life examples from industry wherever appropriate
throughout your report.
Assessment Criteria:
61. Explanation of key sustainability stakeholder groups – 20%
Explanation of two recommended management approaches with
justification for their selection – 40%
Evaluation of likely effectiveness of management approaches
selected – 20%
Use of appropriate examples – 10%
References from varied and appropriate sources clearly cited
within the text of the essay using the Harvard system with a full
references list provided – 10%
IMPORTANT: REFER TO THE MARKING CRITERIA IN
YOUR STUDENT HANDBOOK FOR GRADING GUIDELINES
Quality Assurance Record
Internal Approval:
External Approval: