The WA must include information (properly cited) from at least one of the assigned discussion readings and must contain information from at least two other references (i.e., a total of at least three references, all properly cited as described below). The course text and web sites can be used in addition to, but not instead of, your two additional references. You must also submit an outline of your paper that includes: title, thesis statement, main concepts to be discussed, and at least two supporting references (cited as described below). The outline should be submitted via Canvas about one week before the WA is due (see class schedule). You are encouraged to discuss assigned readings, but every student must submit an individual essay. The assignment must be written in your own words. Late writing assignments will NOT be accepted.This policy will be strictly enforced.
Your paper should be well-written (spell-checked, logically-structured, coherent, concise, and include proper citations), critical, and imaginative. The format should include an introduction to the topic (including a rationale for why you are writing about the topic, and a thesis statement, wherein you state the point of view you will evaluate (either support or reject). The main body of the paper should contain facts (data) and some assessment of those data (e.g., not enough data, contradictory data, invalid assumptions) and how the problem you are discussing is related to the global environment. Finally, summarize with an evaluation of how the data you discussed led you to support or reject your thesis.
After submitting your first draft, you will receive a grade and comments. Use this feedback to revise and improve your final draft, due two weeks after the first draft (see class schedule). The first and final drafts are worth an equal amount of points – so please do not submit a sloppy first draft or an unrevised final draft. Your final draft grade will NOT replace your first draft grade. You must turn in your graded first draft along with your final draft. Your final draft must be revised and improved based on the suggestions and comments you receive on your first draft. If you submit a final draft that is not revised, or if your revisions do not address any of the comments on your first draft, you will receive a 0.
Your essay should make some progress toward explaining questions such as, (i) Why should anyone in the Central Valley care about El Nino (or desertification or thawing of permafrost)? or (ii) What assumptions were made in developing models of nitrogen cycling (or eutrophication, or greenhouse gas influence on climate change)?, or (iii) How good are the data used to test the hypothesis that global warming is occurring (or animal habitat is lost with desertification, or agricultural nitrogen fertilization leads to anoxia in marine systems)?
Direct quotes must be enclosed in quotation marks and have an authordate citation.
References must be properly cited i ...
Climate models use mathematical equations and global grids to simulate and predict climate conditions based on physical principles and observational data. They show reasonable agreement with past climate trends and are used to project future climate change under different greenhouse gas emission scenarios. However, uncertainties remain regarding some processes like cloud formation. Current models estimate global warming of 0.3-1.7°C by 2100 under a low emission scenario and 2.6-4.8°C under high emissions, with greater warming over land and in polar regions. The models also predict more hot days and heat waves along with rising sea levels.
This document discusses the history of estimating climate sensitivity and provides an updated estimate based on improved paleoclimate data. It finds that Charney's equilibrium climate sensitivity (ECS), which considers only fast feedbacks, is likely 1.2°C ± 0.3°C per W/m2, equivalent to 4.8°C ± 1.2°C for doubled CO2. When also including slow feedbacks like ice sheets over the full Cenozoic era, the analysis supports this ECS estimate. Current human greenhouse gas amounts would cause around 10°C of warming, reduced to 8°C by current human-made aerosols. Rapid reductions in emissions could prevent most of this potential warming but temperatures
This document is all about climate change and its related issues like global warming, ice age, effects and causes best for understanding to non scientists.
- The burning of fossil fuels like coal, oil, and gas releases carbon dioxide into the atmosphere, which acts as a greenhouse gas and traps heat. This is the main human activity contributing to global climate change.
- As carbon dioxide levels in the atmosphere increase due to fossil fuel burning, more heat gets trapped leading to a rise in average global temperatures, a phenomenon known as global warming.
- Climate change has both natural and human-caused factors. Natural causes include changes in the Earth's orbit and solar activity, while the dominant human cause is burning fossil fuels which releases carbon dioxide and other greenhouse gases into the atmosphere.
1) The document summarizes evidence that human-caused greenhouse gas emissions are driving observed increases in global temperatures. It discusses the complex, interdisciplinary nature of climate change research and refutes claims that the field is motivated by funding or politics.
2) Key aspects of Earth's climate system are described, including the greenhouse effect which makes the planet habitable. The role of human emissions of greenhouse gases in increasing surface temperatures is explained, though uncertainties remain about future impacts.
3) The skepticism expressed in a recent editorial by Spier is addressed. While skepticism can be valuable, the evidence indicates Spier's specific doubts regarding temperature data and ice core records are unwarranted.
Climate Change: Addressing the Major Skeptic ArgumentsAlexander Ainslie
This document addresses major claims made by climate change skeptics in three categories: that Earth is not warming, that human activity is not responsible for warming, and that action is not needed even if warming is occurring. It summarizes the response to key skeptic arguments, finding that the evidence supports conclusions that Earth is warming due to human greenhouse gas emissions and impacts will be serious without emission reductions. Periods of stable temperatures do not disprove warming, and research has found no evidence of conspiracies among scientists. While imperfect, climate models provide reliable guidance when considered alongside observations and theory. The document provides a balanced and thorough examination of issues in the climate change debate.
The document discusses climate change and the greenhouse effect. It notes that climate change is real and caused by human emissions of greenhouse gases like carbon dioxide from burning fossil fuels. Computer models consistently predict a 1-4 degree Celsius increase in global temperatures over the next 50-100 years if emissions continue. This level of warming would have catastrophic impacts and require dramatic changes to our energy systems. While models agree on warming, they show more uncertainty and variation in other climate impacts. Continued greenhouse gas emissions will cause further climate change, sea level rise, and impacts, with the magnitude depending on total emissions.
- The document provides an overview of past, present, and future climate, including what controls climate, evidence from ice cores of past climate cycles, historical temperature records, and predictions from climate models.
- Climate models predict a temperature increase between 1.1-6.4°C and sea level rise of 0.18-0.54m by 2100 depending on emissions scenarios, with major impacts such as more extreme weather.
- While not perfect, climate models have been improved and simulate past climate well, giving confidence in their predictions of significant future warming and impacts from increasing greenhouse gases if emissions are not reduced.
Climate models use mathematical equations and global grids to simulate and predict climate conditions based on physical principles and observational data. They show reasonable agreement with past climate trends and are used to project future climate change under different greenhouse gas emission scenarios. However, uncertainties remain regarding some processes like cloud formation. Current models estimate global warming of 0.3-1.7°C by 2100 under a low emission scenario and 2.6-4.8°C under high emissions, with greater warming over land and in polar regions. The models also predict more hot days and heat waves along with rising sea levels.
This document discusses the history of estimating climate sensitivity and provides an updated estimate based on improved paleoclimate data. It finds that Charney's equilibrium climate sensitivity (ECS), which considers only fast feedbacks, is likely 1.2°C ± 0.3°C per W/m2, equivalent to 4.8°C ± 1.2°C for doubled CO2. When also including slow feedbacks like ice sheets over the full Cenozoic era, the analysis supports this ECS estimate. Current human greenhouse gas amounts would cause around 10°C of warming, reduced to 8°C by current human-made aerosols. Rapid reductions in emissions could prevent most of this potential warming but temperatures
This document is all about climate change and its related issues like global warming, ice age, effects and causes best for understanding to non scientists.
- The burning of fossil fuels like coal, oil, and gas releases carbon dioxide into the atmosphere, which acts as a greenhouse gas and traps heat. This is the main human activity contributing to global climate change.
- As carbon dioxide levels in the atmosphere increase due to fossil fuel burning, more heat gets trapped leading to a rise in average global temperatures, a phenomenon known as global warming.
- Climate change has both natural and human-caused factors. Natural causes include changes in the Earth's orbit and solar activity, while the dominant human cause is burning fossil fuels which releases carbon dioxide and other greenhouse gases into the atmosphere.
1) The document summarizes evidence that human-caused greenhouse gas emissions are driving observed increases in global temperatures. It discusses the complex, interdisciplinary nature of climate change research and refutes claims that the field is motivated by funding or politics.
2) Key aspects of Earth's climate system are described, including the greenhouse effect which makes the planet habitable. The role of human emissions of greenhouse gases in increasing surface temperatures is explained, though uncertainties remain about future impacts.
3) The skepticism expressed in a recent editorial by Spier is addressed. While skepticism can be valuable, the evidence indicates Spier's specific doubts regarding temperature data and ice core records are unwarranted.
Climate Change: Addressing the Major Skeptic ArgumentsAlexander Ainslie
This document addresses major claims made by climate change skeptics in three categories: that Earth is not warming, that human activity is not responsible for warming, and that action is not needed even if warming is occurring. It summarizes the response to key skeptic arguments, finding that the evidence supports conclusions that Earth is warming due to human greenhouse gas emissions and impacts will be serious without emission reductions. Periods of stable temperatures do not disprove warming, and research has found no evidence of conspiracies among scientists. While imperfect, climate models provide reliable guidance when considered alongside observations and theory. The document provides a balanced and thorough examination of issues in the climate change debate.
The document discusses climate change and the greenhouse effect. It notes that climate change is real and caused by human emissions of greenhouse gases like carbon dioxide from burning fossil fuels. Computer models consistently predict a 1-4 degree Celsius increase in global temperatures over the next 50-100 years if emissions continue. This level of warming would have catastrophic impacts and require dramatic changes to our energy systems. While models agree on warming, they show more uncertainty and variation in other climate impacts. Continued greenhouse gas emissions will cause further climate change, sea level rise, and impacts, with the magnitude depending on total emissions.
- The document provides an overview of past, present, and future climate, including what controls climate, evidence from ice cores of past climate cycles, historical temperature records, and predictions from climate models.
- Climate models predict a temperature increase between 1.1-6.4°C and sea level rise of 0.18-0.54m by 2100 depending on emissions scenarios, with major impacts such as more extreme weather.
- While not perfect, climate models have been improved and simulate past climate well, giving confidence in their predictions of significant future warming and impacts from increasing greenhouse gases if emissions are not reduced.
The document discusses evidence that human activity is causing climate change through the emission of greenhouse gases. It describes how scientific analysis of ice cores from Antarctica and Greenland reveal that climate change is occurring and that we are heading towards significant changes to the climate. While some argue that climate change is a natural phenomenon, the evidence from feedback mechanisms like chemical weathering of CO2 indicates that human emissions are disrupting these systems and accelerating climate change. The document urges that despite skepticism, the scientific evidence needs to be addressed to mitigate the risks of climate change.
Global Warming , Greenhouse Gases and ClimateSD Paul
The document discusses evidence that the Earth's surface temperature has increased about 1 degree Fahrenheit over the past century, with accelerated warming in recent decades. This warming is largely attributable to increased greenhouse gas emissions from human activities. However, some uncertainties remain about how the climate responds to these gases. The document also notes there is debate around how much human activities versus natural variations are contributing to increased temperatures. Skeptics argue the data does not clearly show man-made warming or that temperatures have in some cases cooled in recent decades.
IPCC 2013 report on Climate Change - The Physical BasisGreenFacts
"Climate Change 2013: The Physical Science Basis" is a comprehensive assessment of the physical aspects of climate change, which puts a focus on the elements that are relevant to understand past, document current, and project future climate change.
The report covers observations of changes in all components of the climate system and assess the current knowledge of various processes of the climate system.
Direct global-scale instrumental observation of the climate began in the middle of the 19th century, and reconstruction of the climate using proxies such as tree rings or the content of sediment layers extends the record much further in the past.
The present assessment uses a new set of new scenarios to explore the future impacts of climate change under a range of different possible emission pathways.
The document summarizes the proceedings of the 1979 World Climate Conference (WCC) organized by the United Nations (UN) World Meteorological Organization (WMO). The conference aimed to review knowledge of climate change due to natural and human causes and assess potential future climate impacts. At the conference, Professor F. Kenneth Hare presented evidence that climate varies naturally and questioned whether human activities could significantly impact the climate. Ralph C. d'Arge argued that a 1 degree Celsius temperature drop could cost the US billions annually but that evidence of human-caused climate change was still uncertain. The conference concluded that rising CO2 levels from fossil fuel use and deforestation could cause major long-term climate changes requiring further research.
Climate change is caused by a small 1 degree Fahrenheit increase in average global temperature over the past century. This minor change has had major environmental impacts like longer droughts and more intense hurricanes. The main cause is greenhouse gas emissions, particularly from the burning of fossil fuels which increased atmospheric CO2 levels. While volcanoes and natural processes emit some CO2, human outputs dwarf these natural contributions and are the primary driver of current climate change. Effects include worsening weather, sea level rise, and threats to water supplies. Solutions require transitioning to renewable energy and adapting to the changes already occurring.
Dan Miller, an engineer and investor, has become an active campaigner for action on climate change. He provided this briefing paper, written for a representative in Congress, to Andrew Revkin of The Times blog Dot Earth. More: http://dotearth.blogs.nytimes.com/
Science Publication: Many Risky Feedback Loops amplify the need for Climate A...Energy for One World
This document discusses many positive feedback loops that could significantly increase global warming due to greenhouse gas emissions. It identifies 41 feedback loops in total, including 27 positive feedback loops that could amplify climate change. These feedback loops are not fully accounted for in climate models, so mitigation plans may fail to sufficiently limit temperature rise. The document argues more research is needed on these feedbacks and accelerated emissions reductions, to minimize climate risks like crossing tipping points.
36127 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
36127 Topic: SCI 207 Our Dependence upon the Environment
Number of Pages: 1 (Double Spaced)
Number of sources: 2
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
NCategory: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 4 - Assignment 1
Greenhouse Gases and Sea Level Rise Laboratory
[WLO: 3] [CLOs: 1, 3, 5]
This lab enables you to create models of sea level rise resulting from melting of sea ice and glacier ice and examine the effects of this potential consequence of climate change.
The Process:
Take the required photos and complete all parts of the assignment (calculations, data tables, etc.). On the “Lab Worksheet,” answer all of the questions in the “Lab Questions” section. Finally, transfer all of your answers and visual elements from the “Lab Worksheet” into the “Lab Report.” You will submit both the “Lab Report” and the “Lab Worksheet” through Waypoint.
The Assignment:
Make sure to complete all of the following items before submission:
Read the Greenhouse Gases and Sea Level Rise Investigation ManualPreview the document and review The Scientific Method (Links to an external site.)Links to an external site.presentation video.
Complete Activities 1 and 2 using materials in your kit, augmented by additional materials that you will supply. Photograph each activity following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Activity 2, Step 12 will require you to make a line graph. Should you desire further guidance on how to construct a graph, it is recommended that you review the Introduction to GraphingPreview the document lab manual. (You are not expected to complete any of the activities in this manual.)
Complete all parts of the Week 4 Lab WorksheetPreview the document and answer all of the questions in the “Lab Questions” section.
Transfer your responses to the lab questions and data tables and your photos from the “Lab Worksheet” into the “Lab Report” by downloading the Lab Report TemplatePreview the document.
Submit your completed “Lab Report” and “Lab Worksheet” through Waypoint.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
ENVIRONMENTAL SCIENCE
GREENHOUSE GASES AND SEA LEVEL RISE
Overview
In this lab, students will carry out several activities aimed at
demonstrating consequences of anthropogenic carbon emissions,
climate change, and sea level rise. To do this, students will first
create a landform model based on a contour map. They will create
models of sea level rise resulting from melting of sea ice and
glacier ice and examine the effects of this potential consequence
of climate change. Students will critically examine the model
systems they used in the experiments.
Outcomes
• Explain the causes of increased carbon emissi.
The origin of ice ages is controversial, with two opposing theories proposed. Robert Berner believes ice ages are caused by long-term decreases in decarbonation reducing atmospheric CO2 levels. Maureen Raymo argues that uplift of mountain ranges like the Himalayas increased weathering, removing CO2 from the air and cooling the climate. Eric Sundquist later concluded both theories may operate, but on different timescales, with steady-state operating over millions of years and non-steady-state during shorter uplift events.
The document discusses middle range theory in archaeology. Middle range theory aims to connect raw archaeological data to broader conclusions about human behavior in the past. It seeks to develop testable theories that are abstract enough for generalization but grounded in empirical evidence. While archaeologists initially applied middle range theory haphazardly, it has the potential to play an important role in the future by refocusing research on theoretical issues and human behavior rather than just interpretation. However, more work needs to be done to further define middle range theory in archaeology.
There is scientific consensus that rising greenhouse gas emissions from human activity will cause global warming and other climate changes. The IPCC projects an increase in average global temperatures by 2100 of 1.4-5.8°C. Climate change will affect human health in many ways, both beneficial and adverse. Research has focused on impacts of extreme heat, infectious diseases, and food security, but climate change may also disrupt societies and economies in ways that indirectly impact health. While some effects are already apparent, such as heat waves increasing mortality, estimating future health impacts involves uncertainty. Evidence of health risks will strengthen arguments for policies to reduce emissions and adapt to climate change impacts.
This document summarizes the science of climate change and global warming. It discusses how human activities have increased greenhouse gas concentrations in the atmosphere through fossil fuel combustion and land use changes. It explains how increased greenhouse gases trap more heat in the lower atmosphere and warm the planet through the greenhouse effect. Observations show global temperatures have risen over 1°F in the last century, glaciers are retreating, and other indicators match projections of human-caused climate change rather than natural fluctuations alone. The document establishes the scientific consensus that human emissions are the dominant cause of recent global warming.
Climate change - environmental systems and change.Hunter Strike
1) The document discusses evidence of past climate change from various proxy records like tree rings, ice cores, fossils, and historical paintings. It also examines factors that can influence the climate like solar activity, volcanic eruptions, greenhouse gases, and human activities.
2) Climate models project further warming in the coming decades and centuries depending on greenhouse gas emission scenarios, but they have uncertainties regarding changes in extreme events and regional impacts.
3) The climate system is complex and influenced by both natural and human factors interacting across different timescales, making both past and future climate changes difficult to predict precisely.
This document provides an overview of climate change concepts including:
- Global carbon budgets that track emissions partitioning between the atmosphere and carbon sinks. The imbalance reflects uncertainties.
- Historical cumulative fossil CO2 emissions have been led by developed nations like the US, EU, China, and Russia.
- The IPCC outlines climate change risks and impacts, as well as the need to limit warming to 1.5°C to avoid worst effects.
- Scenarios like RCPs and SSPs are used to model potential future pathways based on different levels of emissions and socioeconomic conditions.
The document provides an overview of images from a draft US climate change assessment report that discusses the science of climate change, including rising temperatures, changes in precipitation patterns, effects in polar regions like declining sea ice and thawing permafrost, impacts on agriculture and food security from changing conditions and crop yields, and implications for public health. The images show projections of future climate conditions under different emissions scenarios and observed trends in key climate indicators like rising CO2 levels and global temperatures that can only be explained by human influence on the climate system.
Climate change is evidenced by trends in global temperature and precipitation patterns over time. These changes reflect gradual shifts in climatic patterns driven by natural systems like the carbon cycle, hydrological cycle, and atmospheric circulation. Projections of future climate are based on trends from the past and climate modeling, and indicate further changes to these natural systems and elements like global temperatures, sea levels, and extreme weather events due to human-caused greenhouse gas emissions.
The real reason for climate change and what is driving the changes. No model is any batter then the predictive results, the validation is therefore very easy to determine.
This document provides an overview of a course on global warming science. It introduces key concepts like climate vs. weather, examples of past climate variability, evidence that the earth is warming due to human activity, and tools used to study and model climate. It outlines central questions the course will explore around physical processes controlling climate and how climate has and could change in the future.
Climate-Change by (Christian Darius Paulino)Uschiya_18
This document discusses climate change, including its causes, effects, and prevention. It is caused by both natural factors like variations in solar radiation and volcanic eruptions, as well as human activities that release greenhouse gases. Scientists study climate change using observations and models to understand past and predict future climate. To prevent dangerous climate change, developed countries need to cut greenhouse gas emissions 60-80% by 2050 through greater efficiency, use of less harmful alternatives, and sequestration technologies that capture emissions.
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
More Related Content
Similar to The WA must include information (properly cited) from at least one.docx
The document discusses evidence that human activity is causing climate change through the emission of greenhouse gases. It describes how scientific analysis of ice cores from Antarctica and Greenland reveal that climate change is occurring and that we are heading towards significant changes to the climate. While some argue that climate change is a natural phenomenon, the evidence from feedback mechanisms like chemical weathering of CO2 indicates that human emissions are disrupting these systems and accelerating climate change. The document urges that despite skepticism, the scientific evidence needs to be addressed to mitigate the risks of climate change.
Global Warming , Greenhouse Gases and ClimateSD Paul
The document discusses evidence that the Earth's surface temperature has increased about 1 degree Fahrenheit over the past century, with accelerated warming in recent decades. This warming is largely attributable to increased greenhouse gas emissions from human activities. However, some uncertainties remain about how the climate responds to these gases. The document also notes there is debate around how much human activities versus natural variations are contributing to increased temperatures. Skeptics argue the data does not clearly show man-made warming or that temperatures have in some cases cooled in recent decades.
IPCC 2013 report on Climate Change - The Physical BasisGreenFacts
"Climate Change 2013: The Physical Science Basis" is a comprehensive assessment of the physical aspects of climate change, which puts a focus on the elements that are relevant to understand past, document current, and project future climate change.
The report covers observations of changes in all components of the climate system and assess the current knowledge of various processes of the climate system.
Direct global-scale instrumental observation of the climate began in the middle of the 19th century, and reconstruction of the climate using proxies such as tree rings or the content of sediment layers extends the record much further in the past.
The present assessment uses a new set of new scenarios to explore the future impacts of climate change under a range of different possible emission pathways.
The document summarizes the proceedings of the 1979 World Climate Conference (WCC) organized by the United Nations (UN) World Meteorological Organization (WMO). The conference aimed to review knowledge of climate change due to natural and human causes and assess potential future climate impacts. At the conference, Professor F. Kenneth Hare presented evidence that climate varies naturally and questioned whether human activities could significantly impact the climate. Ralph C. d'Arge argued that a 1 degree Celsius temperature drop could cost the US billions annually but that evidence of human-caused climate change was still uncertain. The conference concluded that rising CO2 levels from fossil fuel use and deforestation could cause major long-term climate changes requiring further research.
Climate change is caused by a small 1 degree Fahrenheit increase in average global temperature over the past century. This minor change has had major environmental impacts like longer droughts and more intense hurricanes. The main cause is greenhouse gas emissions, particularly from the burning of fossil fuels which increased atmospheric CO2 levels. While volcanoes and natural processes emit some CO2, human outputs dwarf these natural contributions and are the primary driver of current climate change. Effects include worsening weather, sea level rise, and threats to water supplies. Solutions require transitioning to renewable energy and adapting to the changes already occurring.
Dan Miller, an engineer and investor, has become an active campaigner for action on climate change. He provided this briefing paper, written for a representative in Congress, to Andrew Revkin of The Times blog Dot Earth. More: http://dotearth.blogs.nytimes.com/
Science Publication: Many Risky Feedback Loops amplify the need for Climate A...Energy for One World
This document discusses many positive feedback loops that could significantly increase global warming due to greenhouse gas emissions. It identifies 41 feedback loops in total, including 27 positive feedback loops that could amplify climate change. These feedback loops are not fully accounted for in climate models, so mitigation plans may fail to sufficiently limit temperature rise. The document argues more research is needed on these feedbacks and accelerated emissions reductions, to minimize climate risks like crossing tipping points.
36127 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
36127 Topic: SCI 207 Our Dependence upon the Environment
Number of Pages: 1 (Double Spaced)
Number of sources: 2
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
NCategory: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 4 - Assignment 1
Greenhouse Gases and Sea Level Rise Laboratory
[WLO: 3] [CLOs: 1, 3, 5]
This lab enables you to create models of sea level rise resulting from melting of sea ice and glacier ice and examine the effects of this potential consequence of climate change.
The Process:
Take the required photos and complete all parts of the assignment (calculations, data tables, etc.). On the “Lab Worksheet,” answer all of the questions in the “Lab Questions” section. Finally, transfer all of your answers and visual elements from the “Lab Worksheet” into the “Lab Report.” You will submit both the “Lab Report” and the “Lab Worksheet” through Waypoint.
The Assignment:
Make sure to complete all of the following items before submission:
Read the Greenhouse Gases and Sea Level Rise Investigation ManualPreview the document and review The Scientific Method (Links to an external site.)Links to an external site.presentation video.
Complete Activities 1 and 2 using materials in your kit, augmented by additional materials that you will supply. Photograph each activity following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Activity 2, Step 12 will require you to make a line graph. Should you desire further guidance on how to construct a graph, it is recommended that you review the Introduction to GraphingPreview the document lab manual. (You are not expected to complete any of the activities in this manual.)
Complete all parts of the Week 4 Lab WorksheetPreview the document and answer all of the questions in the “Lab Questions” section.
Transfer your responses to the lab questions and data tables and your photos from the “Lab Worksheet” into the “Lab Report” by downloading the Lab Report TemplatePreview the document.
Submit your completed “Lab Report” and “Lab Worksheet” through Waypoint.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
ENVIRONMENTAL SCIENCE
GREENHOUSE GASES AND SEA LEVEL RISE
Overview
In this lab, students will carry out several activities aimed at
demonstrating consequences of anthropogenic carbon emissions,
climate change, and sea level rise. To do this, students will first
create a landform model based on a contour map. They will create
models of sea level rise resulting from melting of sea ice and
glacier ice and examine the effects of this potential consequence
of climate change. Students will critically examine the model
systems they used in the experiments.
Outcomes
• Explain the causes of increased carbon emissi.
The origin of ice ages is controversial, with two opposing theories proposed. Robert Berner believes ice ages are caused by long-term decreases in decarbonation reducing atmospheric CO2 levels. Maureen Raymo argues that uplift of mountain ranges like the Himalayas increased weathering, removing CO2 from the air and cooling the climate. Eric Sundquist later concluded both theories may operate, but on different timescales, with steady-state operating over millions of years and non-steady-state during shorter uplift events.
The document discusses middle range theory in archaeology. Middle range theory aims to connect raw archaeological data to broader conclusions about human behavior in the past. It seeks to develop testable theories that are abstract enough for generalization but grounded in empirical evidence. While archaeologists initially applied middle range theory haphazardly, it has the potential to play an important role in the future by refocusing research on theoretical issues and human behavior rather than just interpretation. However, more work needs to be done to further define middle range theory in archaeology.
There is scientific consensus that rising greenhouse gas emissions from human activity will cause global warming and other climate changes. The IPCC projects an increase in average global temperatures by 2100 of 1.4-5.8°C. Climate change will affect human health in many ways, both beneficial and adverse. Research has focused on impacts of extreme heat, infectious diseases, and food security, but climate change may also disrupt societies and economies in ways that indirectly impact health. While some effects are already apparent, such as heat waves increasing mortality, estimating future health impacts involves uncertainty. Evidence of health risks will strengthen arguments for policies to reduce emissions and adapt to climate change impacts.
This document summarizes the science of climate change and global warming. It discusses how human activities have increased greenhouse gas concentrations in the atmosphere through fossil fuel combustion and land use changes. It explains how increased greenhouse gases trap more heat in the lower atmosphere and warm the planet through the greenhouse effect. Observations show global temperatures have risen over 1°F in the last century, glaciers are retreating, and other indicators match projections of human-caused climate change rather than natural fluctuations alone. The document establishes the scientific consensus that human emissions are the dominant cause of recent global warming.
Climate change - environmental systems and change.Hunter Strike
1) The document discusses evidence of past climate change from various proxy records like tree rings, ice cores, fossils, and historical paintings. It also examines factors that can influence the climate like solar activity, volcanic eruptions, greenhouse gases, and human activities.
2) Climate models project further warming in the coming decades and centuries depending on greenhouse gas emission scenarios, but they have uncertainties regarding changes in extreme events and regional impacts.
3) The climate system is complex and influenced by both natural and human factors interacting across different timescales, making both past and future climate changes difficult to predict precisely.
This document provides an overview of climate change concepts including:
- Global carbon budgets that track emissions partitioning between the atmosphere and carbon sinks. The imbalance reflects uncertainties.
- Historical cumulative fossil CO2 emissions have been led by developed nations like the US, EU, China, and Russia.
- The IPCC outlines climate change risks and impacts, as well as the need to limit warming to 1.5°C to avoid worst effects.
- Scenarios like RCPs and SSPs are used to model potential future pathways based on different levels of emissions and socioeconomic conditions.
The document provides an overview of images from a draft US climate change assessment report that discusses the science of climate change, including rising temperatures, changes in precipitation patterns, effects in polar regions like declining sea ice and thawing permafrost, impacts on agriculture and food security from changing conditions and crop yields, and implications for public health. The images show projections of future climate conditions under different emissions scenarios and observed trends in key climate indicators like rising CO2 levels and global temperatures that can only be explained by human influence on the climate system.
Climate change is evidenced by trends in global temperature and precipitation patterns over time. These changes reflect gradual shifts in climatic patterns driven by natural systems like the carbon cycle, hydrological cycle, and atmospheric circulation. Projections of future climate are based on trends from the past and climate modeling, and indicate further changes to these natural systems and elements like global temperatures, sea levels, and extreme weather events due to human-caused greenhouse gas emissions.
The real reason for climate change and what is driving the changes. No model is any batter then the predictive results, the validation is therefore very easy to determine.
This document provides an overview of a course on global warming science. It introduces key concepts like climate vs. weather, examples of past climate variability, evidence that the earth is warming due to human activity, and tools used to study and model climate. It outlines central questions the course will explore around physical processes controlling climate and how climate has and could change in the future.
Climate-Change by (Christian Darius Paulino)Uschiya_18
This document discusses climate change, including its causes, effects, and prevention. It is caused by both natural factors like variations in solar radiation and volcanic eruptions, as well as human activities that release greenhouse gases. Scientists study climate change using observations and models to understand past and predict future climate. To prevent dangerous climate change, developed countries need to cut greenhouse gas emissions 60-80% by 2050 through greater efficiency, use of less harmful alternatives, and sequestration technologies that capture emissions.
Similar to The WA must include information (properly cited) from at least one.docx (20)
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
Please read the below discussion post and provide response in 75 to .docxchristalgrieg
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
Please read the assignment content throughly Internet Resources .docxchristalgrieg
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
.
Please read the article by Peterson (2004). Your responses to th.docxchristalgrieg
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docxchristalgrieg
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docxchristalgrieg
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docxchristalgrieg
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docxchristalgrieg
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docxchristalgrieg
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The WA must include information (properly cited) from at least one.docx
1. The WA must include information (properly cited) from at least
one of the assigned discussion readings and must contain
information from at least two other references (i.e., a total of at
least three references, all properly cited as described below).
The course text and web sites can be used in addition to, but not
instead of, your two additional references. You must also
submit an outline of your paper that includes: title, thesis
statement, main concepts to be discussed, and at least two
supporting references (cited as described below). The outline
should be submitted via Canvas about one week before the WA
is due (see class schedule). You are encouraged to discuss
assigned readings, but every student must submit an individual
essay. The assignment must be written in your own words. Late
writing assignments will NOT be accepted.This policy will be
strictly enforced.
Your paper should be well-written (spell-checked, logically-
structured, coherent, concise, and include proper citations),
critical, and imaginative. The format should include an
introduction to the topic (including a rationale for why you are
writing about the topic, and a thesis statement, wherein you
state the point of view you will evaluate (either support or
reject). The main body of the paper should contain facts (data)
and some assessment of those data (e.g., not enough data,
contradictory data, invalid assumptions) and how the problem
you are discussing is related to the global environment. Finally,
summarize with an evaluation of how the data you discussed led
you to support or reject your thesis.
After submitting your first draft, you will receive a grade and
comments. Use this feedback to revise and improve your final
draft, due two weeks after the first draft (see class schedule).
The first and final drafts are worth an equal amount of points –
so please do not submit a sloppy first draft or an unrevised final
2. draft. Your final draft grade will NOT replace your first draft
grade. You must turn in your graded first draft along with your
final draft. Your final draft must be revised and improved based
on the suggestions and comments you receive on your first
draft. If you submit a final draft that is not revised, or if your
revisions do not address any of the comments on your first
draft, you will receive a 0.
Your essay should make some progress toward explaining
questions such as, (i) Why should anyone in the Central Valley
care about El Nino (or desertification or thawing of
permafrost)? or (ii) What assumptions were made in developing
models of nitrogen cycling (or eutrophication, or greenhouse
gas influence on climate change)?, or (iii) How good are the
data used to test the hypothesis that global warming is occurring
(or animal habitat is lost with desertification, or agricultural
nitrogen fertilization leads to anoxia in marine systems)?
Direct quotes must be enclosed in quotation marks and have an
authordate citation.
References must be properly cited in your paper. For our
purposes, in the text, the following style is required:
Backsoon and Seeyah (1998) showed that water flows uphill.
More recent work has shown that you can lead a horse to water
and you can make it drink (Backsoon, 2001). Finally, it remains
unclear if it is the heat or the humidity (Backsoon et al., 2005),
but whatever the cause, cosmic forces may be at play in
determining the fate of the globe (The Onion, 2008).
In the "References" section at the end of the paper, the
following style of citation is required:
Journal articles:
Backsoon, I.L.B, and Seeyah, B.I. 1998. El Nino or El
3. Nonsense? Journal of Cosmetology 1:115119.
Books:
Backsoon, I.L.B. 2001. The facts behind clichés. 2nd ed.
Bemidji State University Press, Bemidji, MN.
Newspaper or magazine articles:
Backsoon, I.L.B., Verisi, X.O., and Enopi, L.M. 2005. Heat or
humidity? Duluth Daily Diatribe. 2 January, p. A2.
Web Sources:
The Onion. 2008. Scientists warn large earth collider may
destroy earth.
http://www.theonion.com/content/news/scientists_warn_large_e
arth. (Date viewed: 18 December 2008).
1
Irreversible climate change due to carbon
dioxide emissions
Susan Solomona,1, Gian-Kasper Plattnerb, Reto Knuttic, and
Pierre Friedlingsteind
aChemical Sciences Division, Earth System Research
Laboratory, National Oceanic and Atmospheric Administration,
Boulder, CO 80305; bInstitute of
Biogeochemistry and Pollutant Dynamics and cInstitute for
Atmospheric and Climate Science, ETH CH-8092, Zurich,
Switzerland; and dInstitut Pierre Simon
Laplace/Laboratoire des Sciences du Climat et de
l’Environnement, Unité Mixte de Recherche 1572 Commissariat
4. à l’Energie Atomique–Centre National de la
Recherche Scientifique–Université Versailles Saint-Quentin,
Commissariat a l’Energie Atomique-Saclay, l’Orme des
Merisiers, 91191 Gif sur Yvette, France
Contributed by Susan Solomon, December 16, 2008 (sent for
review November 12, 2008)
The severity of damaging human-induced climate change
depends
not only on the magnitude of the change but also on the
potential
for irreversibility. This paper shows that the climate change that
takes place due to increases in carbon dioxide concentration is
largely irreversible for 1,000 years after emissions stop.
Following
cessation of emissions, removal of atmospheric carbon dioxide
decreases radiative forcing, but is largely compensated by
slower
loss of heat to the ocean, so that atmospheric temperatures do
not
drop significantly for at least 1,000 years. Among illustrative
irreversible impacts that should be expected if atmospheric
carbon
dioxide concentrations increase from current levels near 385
parts
per million by volume (ppmv) to a peak of 450 – 600 ppmv over
the
coming century are irreversible dry-season rainfall reductions in
several regions comparable to those of the ‘‘dust bowl’’ era and
inexorable sea level rise. Thermal expansion of the warming
ocean
provides a conservative lower limit to irreversible global
average
sea level rise of at least 0.4 –1.0 m if 21st century CO2
concentra-
5. tions exceed 600 ppmv and 0.6 –1.9 m for peak CO2
concentrations
exceeding �1,000 ppmv. Additional contributions from glaciers
and ice sheet contributions to future sea level rise are uncertain
but
may equal or exceed several meters over the next millennium or
longer.
dangerous interference � precipitation � sea level rise �
warming
Over the 20th century, the atmospheric concentrations of
keygreenhouse gases increased due to human activities. The
stated objective (Article 2) of the United Nations Framework
Convention on Climate Change (UNFCCC) is to achieve stabi-
lization of greenhouse gas concentrations in the atmosphere at
a low enough level to prevent ‘‘dangerous anthropogenic inter-
ference with the climate system.’’ Many studies have focused
on
projections of possible 21st century dangers (1–3). However,
the
principles (Article 3) of the UNFCCC specifically emphasize
‘‘threats of serious or irreversible damage,’’ underscoring the
importance of the longer term. While some irreversible climate
changes such as ice sheet collapse are possible but highly
uncertain (1, 4), others can now be identified with greater
confidence, and examples among the latter are presented in this
paper. It is not generally appreciated that the atmospheric
temperature increases caused by rising carbon dioxide concen-
trations are not expected to decrease significantly even if
carbon
emissions were to completely cease (5–7) (see Fig. 1). Future
carbon dioxide emissions in the 21st century will hence lead to
adverse climate changes on both short and long time scales that
would be essentially irreversible (where irreversible is defined
here as a time scale exceeding the end of the millennium in year
6. 3000; note that we do not consider geo-engineering measures
that might be able to remove gases already in the atmosphere or
to introduce active cooling to counteract warming). For the
same
reason, the physical climate changes that are due to anthropo-
genic carbon dioxide already in the atmosphere today are
expected to be largely irreversible. Such climate changes will
lead
to a range of damaging impacts in different regions and sectors,
some of which occur promptly in association with warming,
while
others build up under sustained warming because of the time
lags
of the processes involved. Here we illustrate 2 such aspects of
the
irreversibly altered world that should be expected. These
aspects
are among reasons for concern but are not comprehensive; other
possible climate impacts include Arctic sea ice retreat, increases
in heavy rainfall and f looding, permafrost melt, loss of glaciers
and snowpack with attendant changes in water supply, increased
intensity of hurricanes, etc. A complete climate impacts review
is presented elsewhere (8) and is beyond the scope of this paper.
We focus on illustrative adverse and irreversible climate
impacts
for which 3 criteria are met: (i) observed changes are already
occurring and there is evidence for anthropogenic contributions
to these changes, (ii) the phenomenon is based upon physical
principles thought to be well understood, and (iii) projections
are
available and are broadly robust across models.
Advances in modeling have led not only to improvements in
complex Atmosphere –Ocean General Circulation Models
(AOGCMs) for projecting 21st century climate, but also to the
7. implementation of Earth System Models of Intermediate Com-
plexity (EMICs) for millennial time scales. These 2 types of
models are used in this paper to show how different peak carbon
dioxide concentrations that could be attained in the 21st century
are expected to lead to substantial and irreversible decreases in
dry-season rainfall in a number of already-dry subtropical areas
and lower limits to eventual sea level rise of the order of
meters,
implying unavoidable inundation of many small islands and
low-lying coastal areas.
Results
Longevity of an Atmospheric CO2 Perturbation. As has long
been
known, the removal of carbon dioxide from the atmosphere
involves multiple processes including rapid exchange with the
land biosphere and the surface layer of the ocean through air–
sea
exchange and much slower penetration to the ocean interior that
is dependent upon the buffering effect of ocean chemistry along
with vertical transport (9 –12). On the time scale of a
millennium
addressed here, the CO2 equilibrates largely between the atmo-
sphere and the ocean and, depending on associated increases in
acidity and in ocean warming (i.e., an increase in the Revelle or
‘‘buffer’’ factor, see below), typically �20% of the added
tonnes
of CO2 remain in the atmosphere while �80% are mixed into
the
ocean. Carbon isotope studies provide important observational
constraints on these processes and time constants. On multimil-
lenium and longer time scales, geochemical and geological
Author contributions: S.S., G.-K.P., R.K., and P.F. designed
research; S.S., G.-K.P., and R.K.
performed research; G.-K.P. and R.K. analyzed data; and S.S.,
9. assessed in the Intergovernmental Panel on Climate Change
(IPCC) Fourth Assessment Report (5, 7). This is not intended to
be a realistic scenario but rather to represent a test case whose
purpose is to probe physical climate system changes. A more
gradual reduction of carbon dioxide emission (as is more
likely),
or a faster or slower adopted rate of emissions in the growth
period, would lead to long-term behavior qualitatively similar to
that illustrated in Fig. 1 (see also Fig. S1). The example of a
sudden cessation of emissions provides an upper bound to how
much reversibility is possible, if, for example, unexpectedly
damaging climate changes were to be observed.
Carbon dioxide is the only greenhouse gas whose falloff
displays multiple rather than single time constants (see Fig. S2).
Current emissions of major non-CO2 greenhouse gases such as
methane or nitrous oxide are significant for climate change in
the
next few decades or century, but these gases do not persist over
time in the same way as carbon dioxide (14).
Fig. 1 shows that a quasi-equilibrium amount of CO2 is
expected to be retained in the atmosphere by the end of the
millennium that is surprisingly large: typically �40% of the
peak
concentration enhancement over preindustrial values (�280
ppmv). This can be easily understood on the basis of the
observed instantaneous airborne fraction (AFpeak) of �50% of
anthropogenic carbon emissions retained during their buildup in
the atmosphere, together with well-established ocean chemistry
and physics that require �20% of the emitted carbon to remain
in the atmosphere on thousand-year timescales [quasi-
equilibrium airborne fraction (AFequi), determined largely by
the
Revelle factor governing the long-term partitioning of carbon
between the ocean and atmosphere/biosphere system] (9 –11).
10. Assuming given cumulative emissions, EMI, the peak concen-
tration, CO2peak (increase over the preindustrial value CO20),
and the resulting 1,000-year quasi-equilibrium concentration,
CO2equi can be expressed as
CO2
peak � CO2
0 � AFpeak�EMI [1]
CO2
equi � CO2
0 � AFequi�EMI [2]
so that
CO2
equi � CO2
0 �
AFequi
AFpeak
� CO2
peak � CO2
0� . [3]
Given an instantaneous airborne fraction (AFpeak) of �50%
during the period of rising CO2, and a quasi-equilbrium
airborne
factor (AFequi) of 20%, it follows that the quasi-equilibrium
enhancement of CO2 concentration above its preindustrial value
is �40% of the peak enhancement. For example, if the CO2
concentration were to peak at 800 ppmv followed by zero
11. emissions, the quasi-equilibrium CO2 concentration would still
be far above the preindustrial value at �500 ppmv. Additional
carbon cycle feedbacks could reduce the efficiency of the ocean
and biosphere to remove the anthropogenic CO2 and thereby
increase these CO2 values (15, 16). Further, a longer decay time
and increased CO2 concentrations at year 1000 are expected for
large total carbon emissions (17).
Irreversible Climate Change: Atmospheric Warming. Global
average
temperatures increase while CO2 is increasing and then remain
approximately constant (within � �0.5 °C) until the end of the
millennium despite zero further emissions in all of the test cases
shown in Fig. 1. This important result is due to a near balance
between the long-term decrease of radiative forcing due to CO2
concentration decay and reduced cooling through heat loss to
the oceans. It arises because long-term carbon dioxide removal
1800 2000 2200 2400 2600 2800 3000
400
600
800
1000
1200
C
O
2
(p
pm
12. v)
1800 2000 2200 2400 2600 2800 3000
0
1
2
3
4
5
S
ur
fa
ce
W
ar
m
in
g
(K
)
1800 2000 2200 2400 2600 2800 3000
0
14. 650
550
450
Global average
warming
Thermal expansion
of ocean
Year
2%/year growth
to peak
preindustrial
Fig. 1. Carbon dioxide and global mean climate system changes
(relative to
preindustrial conditions in 1765) from 1 illustrative model, the
Bern 2.5CC
EMIC, whose results are comparable to the suite of assessed
EMICs (5, 7).
Climate system responses are shown for a ramp of CO2
emissions at a rate of
2%/year to peak CO2 values of 450, 550, 650, 750, 850, and
1200 ppmv,
followed by zero emissions. The rate of global fossil fuel CO2
emission grew at
�1%/year from 1980 to 2000 and �3%/year in the period from
2000 to 2005
(13). Results have been smoothed using an 11-year running
mean. The 31-year
variation seen in the carbon dioxide time series is introduced by
the climatol-
15. ogy used to force the terrestrial biosphere model (15). (Top)
Falloff of CO2
concentrations following zero emissions after the peak.
(Middle) Globally
averaged surface warming (degrees Celsius) for these cases
(note that this
model has an equilibrium climate sensitivity of 3.2 °C for
carbon dioxide
doubling). Warming over land is expected to be larger than
these global
averaged values, with the greatest warming expected in the
Arctic (5). (Bot-
tom) Sea level rise (meters) from thermal expansion only (not
including loss of
glaciers, ice caps, or ice sheets).
Solomon et al. PNAS � February 10, 2009 � vol. 106 � no. 6
� 1705
EN
V
IR
O
N
M
EN
TA
L
SC
IE
N
16. C
ES
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF1
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF2
and ocean heat uptake are both dependent on the same physics
of
deep-ocean mixing. Sea level rise due to thermal expansion ac-
companies mixing of heat into the ocean long after carbon
dioxide
emissions have stopped. For larger carbon dioxide
concentrations,
warming and thermal sea level rise show greater increases and
display transient changes that can be very rapid (i.e., the rapid
changes in Fig. 1 Middle), mainly because of changes in ocean
circulation (18). Paleoclimatic evidence suggests that additional
contributions from melting of glaciers and ice sheets may be
comparable to or greater than thermal expansion (discussed
further
below), but these are not included in Fig. 1.
Fig. 2 explores how close the modeled temperature changes
are to thermal equilibrium with respect to the changing carbon
dioxide concentration over time, sometimes called the realized
warming fraction (19) (shown for the different peak CO2 cases).
Fig. 2 Left shows how the calculated warmings compare to
those
expected if temperatures were in equilibrium with the carbon
dioxide concentrations vs. time, while Fig. 2 Right shows the
ratio
of these calculated time-dependent and equilibrium tempera-
17. tures. During the period when carbon dioxide is increasing, the
realized global warming fraction is �50 – 60% of the
equilibrium
warming, close to values obtained in other models (5, 19). After
emissions cease, the temperature change approaches equilib-
rium with respect to the slowly decreasing carbon dioxide
concentrations (cyan lines in Fig. 2 Right). The continuing
warming through year 3000 is maintained at �40 – 60% of the
equilibrium warming corresponding to the peak CO2 concen-
tration (magenta lines in Fig. 2 Right). Related changes in
fast-responding atmospheric climate variables such as precipi-
tation, water vapor, heat waves, cloudiness, etc., are expected to
occur largely simultaneously with the temperature changes.
Irreversible Climate Change: Precipitation Changes. Warming is
expected to be linked to changes in rainfall (20), which can
adversely affect the supply of water for humans, agriculture,
and
ecosystems. Precipitation is highly variable but long-term
rainfall
decreases have been observed in some large regions including,
e.g., the Mediterranean, southern Africa, and parts of south-
western North America (21–25). Confident projection of future
changes remains elusive over many parts of the globe and at
small
scales. However, well-known physics (the Clausius–Clapeyron
law) implies that increased temperature causes increased atmo-
spheric water vapor concentrations, and changes in water vapor
transport and the hydrologic cycle can hence be expected
(26 –28). Further, advances in modeling show that a robust
characteristic of anthropogenic climate change is poleward
expansion of the Hadley cell and shifting of the pattern of
precipitation minus evaporation (P–E) and the storm tracks (22,
26), and hence a pattern of drying over much of the already-dry
subtropics in a warmer world (�15°-40° latitude in each hemi-
sphere) (5, 26). Attribution studies suggest that such a drying
18. pattern is already occurring in a manner consistent with models
including anthropogenic forcing (23), particularly in the south-
western United States (22) and Mediterranean basin (24, 25).
We use a suite of 22 available AOGCM projections based
upon the evaluation in the IPCC 2007 report (5, 29) to charac-
terize precipitation changes. Changes in precipitation are ex-
pected (5, 20, 30) to scale approximately linearly with
increasing
warming (see Fig. S3). The equilibrium relationship between
precipitation and temperature may be slightly smaller (by
�15%) than the transient values, due to changes in the land/
ocean thermal contrast (31). On the other hand, the observed
20th century changes follow a similar latitudinal pattern but
presently exceed those calculated by AOGCMs (23). Models
that
include more complex representations of the land surface, soil,
and vegetation interactively are likely to display additional
feedbacks so that larger precipitation responses are possible.
Here we evaluate the relationship between temperature and
precipitation averaged for each month and over a decade at each
grid point. One ensemble member is used for each model so that
all AOGCMs are equally weighted in the multimodel ensemble;
results are nearly identical if all available model ensemble
members are used.
Fig. 3 presents a map of the expected dry-season (3 driest
consecutive months at each grid point) precipitation trends per
degree of global warming. Fig. 3 shows that large uncertainties
remain in the projections for many regions (white areas). How-
ever, it also shows that there are some subtropical locations on
every inhabited continent where dry seasons are expected to
become drier in the decadal average by up to 10% per degree of
warming. Some of these grid points occur in desert regions that
19. are already very dry, but many occur in currently more
temperate
and semiarid locations. We find that model results are more
robust over land across the available models over wider areas
for
drying of the dry season than for the annual mean or wet season
(see Fig. S4). The Insets in Fig. 3 show the monthly mean
projected precipitation changes averaged over several large
regions as delineated on the map. Increased drying of respective
dry seasons is projected by �90% of the models averaged over
the indicated regions of southern Europe, northern Africa,
southern Africa, and southwestern North America and by �80%
of the models for eastern South America and western Australia
(see Fig. S3). Although given particular years would show
exceptions, the long-term irreversible warming and mean
rainfall
changes as suggested by Figs. 1 and 3 would have important
consequences in many regions. While some relief can be ex-
pected in the wet season for some regions (Fig. S4), changes in
dry-season precipitation in northern Africa, southern Europe,
and western Australia are expected to be near 20% for 2 °C
warming, and those of southwestern North America, eastern
South America, and southern Africa would be �10% for 2 °C of
global mean warming. For comparison, the American ‘‘dust
Fig. 2. Comparison between calculated time-dependent surface
warming in the Bern2.5CC model and the values that would be
expected if temperatures were
in equilibrium with respect to the CO2 enhancements,
illustrative of 2%/year emission increases to 450, 550, 650, 750,
850, and 1,200 ppmv as in Fig. 1. (Left) The
actual and equilibrium temperature changes (based upon the
model’s climate sensitivity at equilibrium). The cyan lines in
Right show the ratio of actual and
equilibrium temperatures (or realized fraction of the warming
for the time-dependent CO2 concentrations), while the magenta
20. lines show the ratio of actual
warming to the equilibrium temperature for the peak CO2
concentration.
1706 � www.pnas.org�cgi�doi�10.1073�pnas.0812721106
Solomon et al.
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF3
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF4
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF3
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF4
bowl’’ was associated with averaged rainfall decreases of �10%
over �10 –20 years, similar to major droughts in Europe and
western Australia in the 1940s and 1950s (22, 32). The spatial
changes in precipitation as shown in Fig. 3 imply greater
challenges in the distribution of food and water supplies than
those with which the world has had difficulty coping in the past.
Such changes occurring not just for a few decades but over
centuries are expected to have a range of impacts that differ by
region. These include, e.g., human water supplies (25), effects
on
dry-season wheat and maize agriculture in certain regions of
rain-fed farming such as Africa (33, 34), increased fire fre-
quency, ecosystem change, and desertification (24, 35–38).
Fig. 4 Upper relates the expected irreversible changes in
regional dry-season precipitation shown in Fig. 3 to best esti-
mates of the corresponding peak and long-term CO2 concen-
trations. We use 3 °C as the best estimate of climate sensitivity
across the suite of AOGCMs for a doubling of carbon dioxide
21. from preindustrial values (5) along with the regional drying
values depicted in Fig. 3 and assuming that �40% of the carbon
dioxide peak concentration is retained after 1000 years. Fig. 4
shows that if carbon dioxide were to peak at levels of �450
ppmv,
irreversible decreases of �8 –10% in dry-season precipitation
would be expected on average over each of the indicated large
regions of southern Europe, western Australia, and northern
Africa, while a carbon dioxide peak value near 600 ppmv would
be expected to lead to sustained rainfall decreases of �13–16%
in the dry seasons in these areas; smaller but statistically
significant irreversible changes would also be expected for
southwestern North America, eastern South America, and
Southern Africa.
Irreversible Climate Change: Sea Level Rise. Anthropogenic
carbon
dioxide will cause irrevocable sea level rise. There are 2
relatively
well-understood processes that contribute to this and a third that
may be much more important but is also very uncertain. Warm-
ing causes the ocean to expand and sea levels to rise as shown
in
Fig. 1; this has been the dominant source of sea level rise in the
past decade at least (39). Loss of land ice also makes important
contributions to sea level rise as the world warms. Mountain
glaciers in many locations are observed to be retreating due to
warming, and this contribution to sea level rise is also relatively
well understood. Warming may also lead to large losses of the
Greenland and/or Antarctic ice sheets. Additional rapid ice
losses from particular parts of the ice sheets of Greenland and
Antarctica have recently been observed (40 – 42). One recent
study
uses current ice discharge data to suggest ice sheet
contributions of
22. up to 1–2 m to sea level rise by 2100 (42), but other studies
suggest
that changes in winds rather than warming may account for
currently observed rapid ice sheet f low (43), rendering
quantitative
extrapolation into the future uncertain. In addition to rapid ice f
low,
slow ice sheet mass balance processes are another mechanism
for
potential large sea level rise. Paleoclimatic data demonstrate
large
contributions of ice sheet loss to sea level rise (1, 4) but
provide
limited constraints on the rate of such processes. Some recent
studies suggest that ice sheet surface mass balance loss for peak
CO2
concentrations of 400 – 800 ppmv may be even slower than the
removal of manmade carbon dioxide following cessation of
emis-
Fig. 3. Expected decadally averaged changes in the global
distribution of precipitation per degree of warming (percentage
of change in precipitation per
degree of warming, relative to 1900 –1950 as the baseline
period) in the dry season at each grid point, based upon a suite
of 22 AOGCMs for a midrange future
scenario (A1B, see ref. 5). White is used where fewer than 16 of
22 models agree on the sign of the change. Data are monthly
averaged over several broad regions
in Inset plots. Red lines show the best estimate (median) of the
changes in these regions, while the red shading indicates the
�1-� likely range (i.e., 2 of 3 chances)
across the models.
Solomon et al. PNAS � February 10, 2009 � vol. 106 � no. 6
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sions, so that this loss could contribute less than a meter to
irreversible sea level rise even after many thousands of years
(44,
45). It is evident that the contribution from the ice sheets could
be
large in the future, but the dependence upon carbon dioxide
levels
is extremely uncertain not only over the coming century but
also in
the millennial time scale.
An assessed range of models suggests that the eventual
24. contribution to sea level rise from thermal expansion of the
ocean is expected to be 0.2– 0.6 m per degree of global warming
(5). Fig. 4 uses this range together with a best estimate for
climate
sensitivity of 3 °C (5) to estimate lower limits to eventual sea
level
rise due to thermal expansion alone. Fig. 4 shows that even with
zero emissions after reaching a peak concentration, irreversible
global average sea level rise of at least 0.4 –1.0 m is expected if
21st century CO2 concentrations exceed 600 ppmv and as much
as 1.9 m for a peak CO2 concentration exceeding �1,000 ppmv.
Loss of glaciers and small ice caps is relatively well understood
and is expected to be largely complete under sustained warming
of, for example, 4 °C within �500 years (46). For lower values
of
warming, partial remnants of glaciers might be retained, but this
has not been examined in detail for realistic representations of
glacier shrinkage and is not quantified here. Complete losses of
glaciers and small ice caps have the potential to raise future sea
level by �0.2– 0.7 m (46, 47) in addition to thermal expansion.
Further contributions due to partial loss of the great ice sheets
of Antarctica and/or Greenland could add several meters or
more to these values but for what warming levels and on what
time scales are still poorly characterized.
Sea level rise can be expected to affect many coastal regions
(48). While sea walls and other adaptation measures might
combat some of this sea level rise, Fig. 4 shows that carbon
dioxide peak concentrations that could be reached in the future
for the conservative lower limit defined by thermal expansion
alone can be expected to be associated with substantial irrevers-
ible commitments to future changes in the geography of the
Earth because many coastal and island features would ultimately
become submerged.
25. Discussion: Some Policy Implications
It is sometimes imagined that slow processes such as climate
changes pose small risks, on the basis of the assumption that a
choice can always be made to quickly reduce emissions and
Fig. 4. Illustrative irreversible climate changes as a function of
peak carbon dioxide reached. (Upper) Best estimate of expected
irreversible dry-season
precipitation changes for the regions shown in Fig. 3, as a
function of the peak carbon dioxide concentration during the
21st century. The quasi-equilibrium CO2
concentrations shown correspond to 40% remaining in the long
term as discussed in the text. The precipitation change per
degree is derived for each region
as in Fig. 3; see also Fig. S3. The yellow box indicates the
range of precipitation change observed during typical major
regional droughts such as the ‘‘dust bowl’’
in North America (32). (Lower) Corresponding irreversible
global warming (black line). Also shown is the associated lower
limit of irreversible sea level rise
(because of thermal expansion only based upon a range of 0.2–
0.6 m/°C), from an assessment across available models (5).
Smaller values (by �30%) for expected
warming, precipitation, and thermal sea level rise would be
obtained if climate sensitivity is smaller than the best estimate
while larger values (by �50%) would
be expected for the upper end of the estimated likely range of
climate sensitivity (49).
1708 � www.pnas.org�cgi�doi�10.1073�pnas.0812721106
Solomon et al.
http://www.pnas.org/cgi/data/0812721106/DCSupplemental/Sup
plemental_PDF#nameddest=SF3
26. thereby reverse any harm within a few years or decades. We
have
shown that this assumption is incorrect for carbon dioxide
emissions, because of the longevity of the atmospheric CO2
perturbation and ocean warming. Irreversible climate changes
due to carbon dioxide emissions have already taken place, and
future carbon dioxide emissions would imply further
irreversible
effects on the planet, with attendant long legacies for choices
made by contemporary society. Discount rates used in some
estimates of economic trade-offs assume that more efficient
climate mitigation can occur in a future richer world, but
neglect
the irreversibility shown here. Similarly, understanding of irre-
versibility reveals limitations in trading of greenhouse gases on
the basis of 100-year estimated climate changes (global
warming
potentials, GWPs), because this metric neglects carbon
dioxide’s
unique long-term effects. In this paper we have quantified how
societal decisions regarding carbon dioxide concentrations that
have already occurred or could occur in the coming century
imply irreversible dangers relating to climate change for some
illustrative populations and regions. These and other dangers
pose substantial challenges to humanity and nature, with a
magnitude that is directly linked to the peak level of carbon
dioxide reached.
Materials and Methods
The AOGCM simulation data presented in this paper are part of
the World
Climate Research Program’s (WCRP’s) Coupled Model
Intercomparison Project
phase 3 (CMIP3) multimodel data set (29) and are available
from the Program for
27. Climate Model Diagnosis and Intercomparison (PCMDI) (www-
pcmdi.llnl.
gov/ipcc/about�ipcc.php), where further information on the
AOGCMs can also be
obtained. The EMIC used in this study is the Bern2.5CC EMIC
described in refs. 7
and 15; it is compared to other models in refs. 5 and 7. It is a
coupled climate–
carbon cycle model of intermediate complexity that consists of
a zonally averaged
dynamic ocean model, a 1-layer atmospheric energy–moisture
balance model,
and interactive representations of the marine and terrestrial
carbon cycles.
ACKNOWLEDGMENTS. We gratefully acknowledge the
modeling groups, the
Program for Climate Model Diagnosis and Intercomparison, and
the World
Climate Research Program’s Working Group on Coupled
Modeling for their
roles in making available the Working Group on Coupled
Modeling’s Coupled
Model Intercomparison Project phase 3 multimodel data set.
Support of this
data set is provided by the Office of Science, U.S. Department
of Energy. We
also appreciate helpful comments from 3 reviewers.
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Sungjoong Kim
999372920
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Writing outline #1
Climate change
Thesis statement
Emission of carbon dioxide minimizes radiation forcing, slower
the heat loss towards an ocean, so due to this climatic change
temperature of the atmosphere will not drop until next 1000
years.
Introduction
From the 20th century the concentration of gases increased in
atmosphere due to more human actions. Further in the next
century, emission, of carbon dioxide increases to a larger extent
and this activity lead a frequent change in climate at both large
and short scale. According to Solomon et al. 2009 the change in
climate at any place is not only based on alteration in magnitude
but also on the irreversibility. The change in climate that occurs
because of increase in concentration of carbon dioxide is
irreversible for next 1000 years. The more carbon dioxide
emission removing it from the atmosphere, but on the other
hand reducing emission of heat and radiations towards ocean so
that can stabilize the temperature of atmosphere. Generally it is
not good to increase atmospheric temperature by full ceasing
36. and concentration of carbon dioxide. So emission of carbon
dioxide caused the stability in temperature of atmosphere.
Background
According to Gillet et al. 2011 the problem of irreversible
destruction should take actions to handle climate change.
According to international change in climate policy, the induced
carbon dioxide is termed to be irreversible change in climate at
both short and large scale. Make use of Canadian model of earth
system to determine that concentration and ceasing of more
carbon dioxide in the atmosphere causes increase in temperature
worldwide which is not good. Because when temperature
increases then it will show more warmth and less loss of
radiations towards ocean. That thing is not good in terms of
climatic change. According to Ricke and Caldeira, 2014 the
emission of carbon dioxide caused more warmth on earth. The
researchers found median time of 10.1 years among warming
effect and emission effect with probability up to 90 percent. The
emission of carbon dioxide can be avoided by this generation
and for sure this will be helpful for the future generation.
References
Gillett, N., Arora, V., Zickfeld, K., Marshall, S., and
Merryfield, W. (2011). Ongoing climate change following a
complete cessation of carbon dioxide emissions.
Ricke, K. and Caldeira, K. (2014). Maximum warming occurs
about one decade after a carbon dioxide emission.
Environmental research.
Solomon, S., Plattner, G., Knutti, R., and Friedlingstein, P.
(2009). Irreversible climate change due to carbon dioxide
emissions. Vol. 106.(Reference #1)
Feedback from TA : You will want to developed a narrow and
debatable thesis. It must also presents evidence that supports
your claim.
37. ESM 120 – Writing Workshop 1
Writing a Thesis Statement
What is a thesis statement?
A thesis is an arguable statement that can be supported with
evidence. It should include both the main
argument of the paper as well as the supporting arguments that
you will use to back this claim up. It should not
be vague or merely a summary of facts without analysis or
interpretation.
1) A thesis statement must be debatable:
Example of a non-debatable thesis statement:
Pollution is bad for the environment.
Example of a debatable thesis statement:
At least 25 percent of the federal budget should be spent on
limiting pollution.
Another example of a debatable thesis statement:
America's anti-pollution efforts should focus on privately
owned cars.
2) A thesis statement must be narrow:
Example of a thesis that is too broad:
38. The government should work to fight pollution.
Narrowed debatable thesis 1:
At least 25 percent of the federal budget should be spent on
helping upgrade business to clean technologies,
researching renewable energy sources, and planting more trees
in order to control or eliminate pollution.
Narrowed debatable thesis 2:
America's anti-pollution efforts should focus on privately
owned cars because it would allow most citizens to
contribute to national efforts and care about the outcome.
3) A thesis statement makes claims that will be supported later
in the paper:
Example of a thesis that doesn't make any claims:
Humans should relocate to Mars.
Thesis with claims to be supported:
It is too late to save earth; therefore, humans should
immediately set a date for their relocation to Mars where,
with proper planning, they can avoid issues of famine, war, and
global warming.
Our example (based on Solomon et al. 2009 paper): Climate
39. change poses a greater and longer-lived threat to
human life than previously considered because of irreversible
increases in global temperature, rise in sea level,
and changes in precipitation patterns caused by past
anthropogenic emissions.
What is good about this thesis statement? What could be
improved?
Take a look at the below thesis statements. Determine if they
are complete thesis statements and revise
them if necessary.
As developing countries become larger players in
industrialization and production, a substantial shift in
emissions regulations should be made to compensate for the
increasing rates of environmental degradation.
Farmers are implementing alternative methods to sustainable
food production to reduce the effects of climate
change.
Livestock production cannot be the solution for growing world
population and hunger. Livestock (solely for
products) negatively affects the environment in many ways.
Although the actions of humans have committed Earth’s climate
to an irreversible level of change,
geoengineering may be a plausible method of slowing or
reversing Earth’s unfavorable forecast.
40. Increasing global surface temperatures resulting from human
induced climate change is and will continue to
greatly affect the range and distribution of many major
terrestrial and marine animal species.
Time permitting: with a partner, brainstorm three thesis
statements based on the IPCC Summary to
Policymakers that we read last week.
Stuck on figuring out the type of thesis you want to write?
Check out four types of argumentative thesis
claims below:
Claims typically fall into one of four categories. Thinking about
how you want to approach your topic, in other
words what type of claim you want to make, is one way to focus
your thesis on one particular aspect of your
broader topic.
Claims of fact or definition: These claims argue about what the
definition of something is or whether
something is a settled fact. Example:
41. What some people refer to as global warming is actually nothing
more than normal, long-term cycles of climate
change.
Claims of cause and effect: These claims argue that one person,
thing, or event caused another thing or event
to occur. Example:
The popularity of SUV's in America has caused pollution to
increase.
Claims about value: These are claims made of what something
is worth, whether we value it or not, how we
would rate or categorize something. Example:
Global warming is the most pressing challenge facing the world
today.
Claims about solutions or policies: These are claims that argue
for or against a certain solution or policy
approach to a problem. Example:
Instead of drilling for oil in Alaska we should be focusing on
ways to reduce oil consumption, such as
researching renewable energy sources.
Sources:
The Writing Lab & The OWL at Purdue and Purdue University.
Kibin, Essay Writing: https://www.kibin.com/essay-writing-
blog/thesis-statement-examples/
42. Guidelines for Writing Assignments
You will complete two writing assignments in ESM 120. For
each writing assignment, you will craft an
argument and support that argument using scientific evidence.
Papers should be related to topics
covered in discussion. No late work will be accepted, so make
sure to turn your writing assignments
in on time.
Length/Format: 500 word limit (no more than 2 pages)
- Header should be one line
- 12 point font, 1 inch margins
⁃ Argument paper with (see rubric for more detailed
guidelines):
o An introduction that includes a thesis statement
o Body paragraphs that have topic sentences and support the
thesis with cited scientific
evidence
§ Make sure to interpret the evidence (explain how it fits into
your argument) as
well as evaluate the evidence (is this strong evidence? How was
it obtained? Are
there studies that have found contradictory results? Are all
assumptions valid?)
§ Your body paragraphs should synthesize multiple references
when appropriate.
Avoid writing body paragraphs that are merely a summary of a
single reference.
43. o A conclusion that wraps up your argument by assessing how
the data support your
thesis statement and connects your topic to the global
environment
Revisions:
⁃ You will submit two drafts of each paper: a first draft and a
final draft
⁃ After submitting your first draft, you will receive a grade and
comments. Use this feedback to
revise and improve your final draft, due two weeks after the
first draft.
⁃ The first draft and final draft are worth an equal amount of
points – so please do not submit a
sloppy first draft or an unrevised final draft.
⁃ You must turn in your first draft along with your final draft
when submitting your final draft for
grading.
⁃ You must revise and improve your final draft. If you submit a
final draft that is not revised, or if
your revisions do not address any of the comments on your first
draft, you will receive a 0.
References:
- You should use at least one of the assigned readings as a
reference
- You must have 2 additional primary references (e.g. scientific
journal articles) for a total of 3
primary references. Primary references should be the bulk of
44. your citations, News articles are
not primary references!
- You can use textbook and websites in addition to (not in place
of) the 3 primary references
- Web link in citations are only necessary when you are citing a
website (e.g. not necessary
when citing online newspaper articles)
- Use the online database, Web of Science, to find scientific
journal articles. See instructions
below on how to access Web of Science.
- You must have a reference section at the end of your paper.
Use the following style:
Journal articles:
Backsoon, I.L.B, and Seeyah, B.I. 1998. El Nino or El
Nonsense? Journal of Cosmetology
1:115-119.
Books:
Backsoon, I.L.B. 2001. The facts behind clichés. 2nd ed.
Bemidji State University Press,
Bemidji, MN.
Newspaper or magazine articles:
Backsoon, I.L.B., Verisi, X.O., and Enopi, L.M. 2005. Heat or
humidity? Duluth Daily Diatribe. 2
45. January, p. A2.
Web Sources:
The Onion. 2008. Scientists warn large earth collider may
destroy earth.
http://www.theonion.com/content/news/scientists_warn_large_e
arth. (Date viewed: 18
December 2008).
In-text citations:
- Must cite sources within the text in the proper format: e.g.
(Backsoon, 2001) or (Backsoon &
Seeyah, 1998)
o Note: one citation may be sufficient for several sentences if it
is clear that the sentences
are related
- Failure to cite information/data/thoughts that are not your own
within your paper is considered
plagiarism.
Writing style:
- Your paper must have a thesis statement. The purpose of the
paper is to make an argument
and evaluate evidence for and against that argument, not to be
descriptive.
- Use technical language. Your paper should follow a formal,
scientific style. It is possible to
write both eloquently and technically!
46. - Avoid fluffy prose, dramatic statements, and hyperbole.
- You must use facts, back them up and cite them. Failure to
cite information is considered
plagiarism.
- Do not use quotes; paraphrase information in your own words
- Make sure every paragraph has a topic and concluding
sentence
- Avoid use of ‘us’/’we’ such as ‘our country’ or ‘our earth’
(specify which country or the earth)
- Write concisely
Grammar:
- Put a noun after the word ‘this’ or don’t use the word ‘this’
- Don’t end a sentence with a preposition
- We recommend Strunk & White’s The Elements of Style as a
grammar/style guide
Science:
- Use scientific terms and define them when appropriate
- Use (cited) data to support your thesis; do not make
unsupported generalizations/claims
- Recognize uncertainty! Many environmental issues are not
black and white. Acknowledge
good arguments or evidence from the “other side” – and refute
them if possible.
Plagiarism
Scholarly work often involves reference to the ideas, data, and
conclusions of others’. Intellectual
47. honesty requires that such references be explicitly and clearly
cited. Plagiarism is an
EXTREMELY SERIOUS academic offence. If you have
questions regarding what is considered
plagiarism, please visit the following website for specific
examples.
• Resource on avoiding plagiarism:
https://owl.english.purdue.edu/owl/resource/589/01/
• Simple rule of thumb: if you have three or more words in a
row that are the same as the
writer’s phrasing, you need to place it in quotes and cite it.
Even better, reword the phrase (and
still cite it).
Writing Resources
If you need tutoring for writing skills, I recommend visiting the
Student Academic Success Center.
Writing and ESL specialists are available to meet one-on-one
with students to help with writing.
(http://success.ucdavis.edu/academic/writing.html).
Additional online writing resources:
http://twwc.ucdavis.edu/misc/online-writing-resources-to-
share-with-students/
Accessing Web of Science
48. Web of Science is a good way to find primary sources for
writing assignments. You can
search for topics that are relevant to your paper (e.g. El Nino
AND California
fisheries). Textbooks, news articles, and websites are not
acceptable primary sources for this
writing assignment, but can be used as additional references.
To access Web of Science from off campus, you must:
1) go to lib.ucdavis.edu
2) click VPN under Quick Links in the left hand column to log
in from off campus
2) click on Databases A-Z
3) search for 'Web of Science'
4) select the last item, 'Web of Science [via Web of
Knowledge]'