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Nghiên cứu ảnh hưởng của một số điều kiện nuôi cấy lên sự sinh trưởng cây lan...TÀI LIỆU NGÀNH MAY
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Nhìn lại ông già và biển cả dưới góc độ nghi lễ trong giải phẫu phê bình của ...TÀI LIỆU NGÀNH MAY
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Nghiên cứu ảnh hưởng của một số điều kiện nuôi cấy lên sự sinh trưởng cây lan...TÀI LIỆU NGÀNH MAY
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This document is a resume for Sonali Bende summarizing her educational and professional experience. She received a BTech in computer science from Maulana Azad National Institute of Technology, Bhopal in 2017 with a 7.77 CGPA. Her skills include programming languages like C and C++, data structures, SQL, and operating systems. She completed a minor project on rice crop disease detection using image processing and artificial neural networks. Sonali seeks a challenging job where she can continue learning and working with professionals.
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The document discusses dynamic load balancing techniques for parallel processing. It describes splitting work evenly among processors and determining which processor will donate work to a less busy processor. Some methods for splitting work include half splitting and splitting into equal portions. Methods for determining the donor processor include asynchronous round robin, global round robin, and random polling. Key parameters that affect load balancing performance are also discussed.
Este documento presenta el Manual de Convivencia de la Institución Educativa Sol de Oriente. Describe que el manual fue elaborado con la participación de la comunidad educativa y establece los derechos, deberes y valores que rigen la convivencia. Define conceptos clave como conflicto, agresión, acoso escolar y violencia sexual. Establece los objetivos del manual, que incluyen fomentar la convivencia, dar a conocer los derechos y deberes, y promover valores. También presenta los marcos legal y axiológico que fundament
This document summarizes a study that examined undergraduate students' understanding of climate change. The study administered a survey to students at two East Coast universities to assess their knowledge of climate change science and social issues. It analyzed students' "knowledge scores" on the survey and elements of their "mental models" of climate change based on interview responses. The study found that students frequently confuse climate change with other environmental issues and that a majority do not have an understanding that closely matches the scientific explanation. Environmental group membership was found to be a stronger determinant of climate change knowledge than enrollment in a science major.
The document discusses climate change and its effects. It provides definitions of key terms like climate change and global warming. Climate change refers to long-term shifts in weather patterns globally or regionally, while global warming refers specifically to rising surface temperatures. The text states that scientific experts agree climate change is caused by human activities like burning fossil fuels that increase greenhouse gas levels in the atmosphere. Some potential impacts of climate change discussed include rising sea levels, more extreme weather, droughts, and species endangerment. The document also outlines activities for students to help them better understand climate change and its causes and impacts.
Perceptions of students on environmental challenge issuesAlexander Decker
- The document discusses a study that investigated students' perceptions of environmental challenge issues and their implications for science education.
- A survey was administered to 500 high school students in Ghana to understand their views on various statements related to the environment.
- The results showed that both male and female students were generally concerned about environmental issues and believed they have a role to play in protecting the environment. However, girls expressed stronger concerns about some issues like environmental problems being exaggerated.
Abdelrahim, s. (2017). using citizen based observations to plan..Melissa Maxter
As a global challenge with profound implications at the local level, climate change provides new opportunities for individual engagement. Communities around the world have their own unique experiences with the effects of climate change, as well as drastically different climate adaptation needs. This gives individuals an unprecedented role to play in sharing information and guiding policymaking through citizen-based observation. In “Using Citizen-Based Observations to Plan for Climate Change,” Sarah Abdelrahim looks at the work of a variety of citizen-based observation networks, also known as citizens’ observatories. She recommends greater cooperation and support from government agencies and decision-makers for these networks as a key aspect of any and all climate change adaptation strategies.
This text was originally published by the Atlantic Council.
This document is a thesis submitted by Justin Singleton exploring the impacts of climate change from environmental, social, economic, and political perspectives. It begins by acknowledging the support of his committee members and others who helped him complete the project. The introduction outlines that climate change is caused primarily by human activities like burning fossil fuels and that its impacts will be far-reaching. The paper will examine the science of climate change, case studies of its effects, and perspectives on how to mitigate further impacts through a green economy.
Climate change poses serious risks to both society and the environment according to climate scientists. The document summarizes that 97% of climate scientists agree human-caused climate change is occurring based on extensive evidence. Global temperatures have already risen 1.4°F over the past century and the impacts of climate change such as more extreme weather, rising sea levels, and melting ice sheets are increasingly apparent. Further warming could lead to abrupt, unpredictable changes with severely damaging consequences. Acting now to reduce emissions can lower risks and costs compared to delaying action.
17 de marzo 2014 – (Washington, D.C.) La Asociación Americana para el Avance de la Ciencia (AAAS, por sus siglas en inglés) anuncia el lanzamiento de una nueva iniciativa para expandir el diálogo sobre los riesgos del cambio climático. El elemento central de la iniciativa es el informe de la AAAS “Lo que sabemos (–What we know)”, una evaluación actual de la ciencia del clima y los impactos que hacen hincapié en la necesidad de comprender e identificar posibles escenarios de alto riesgo.
“Somos la mayor sociedad científica en el mundo, y por lo tanto creemos que tenemos la obligación de informar al público y a los responsables de tomar decisiones sobre lo que la ciencia está mostrando sobre cualquier tema en la vida moderna, y el clima está particularmente presionando”, comentó el Dr. Alan Leshner, director ejecutivo de la AAAS. “Al ser la voz de la comunidad científica, tenemos que compartir lo que sabemos y llevar a los responsables de la toma de decisiones a la mesa para discutir cómo hacer frente a este problema.”
El Dr. Mario Molina laureado del Premio Nobel, distinguido profesor del Departamento de Química y Bioquímica de la Universidad de California, San Diego y la Institución Scripps de Oceanografía y los co-dirigentes, la Dra. Diana Wall, Profesora Distinguida de Biología de la Universidad Estatal de Colorado, Escuela de Sustentabilidad Ambiental Mundial y el Dr. James McCarthy, Profesor Alexander Agassiz de Oceanografía Biológica en la Universidad de Harvard, presidieron el panel de la ciencia climática que elaboró el informe. Ellos, junto con los 10 panelistas que abarcan especialidades de ciencias del clima, participarán en la iniciativa de diversas maneras, desde ofrecer eventos y testimonios en un sitio web interactivo que estará disponible próximamente, hasta compartir conocimientos con otros profesionales. La iniciativa alienta a los estadounidenses a pensar en el cambio climático como un tema de gestión de riesgos; el panel tiene como objetivo aclarar y contextualizar la ciencia para que el público y los tomadores de decisiones puedan ser adecuadamente informados sobre los riesgos y las posibles maneras de manejarlos.
“Este nuevo esfuerzo pretende afirmar de manera muy clara la evidencia excepcionalmente fuerte que el clima de la Tierra está cambiando, y que el futuro cambio climático puede afectar seriamente los sistemas naturales y sociales “, comentó el Dr. McCarthy. “Incluso entre los miembros del público en general que ya saben acerca de las evidencias del cambio climático y de qué lo está causando, algunos no saben el grado en que muchos científicos del clima están preocupados por los riesgos de cambios climáticos posiblemente rápidos y bruscos – eso es algo a lo que estamos dedicados a discutir con los diversos públicos, desde los líderes empresariales y expertos financieros hasta los tomadores de decisiones en todos los ámbitos de la vida.”
Week 4 Public Health Threats, Emergencies, and DisastersPublic he.docxjane3dyson92312
Week 4: Public Health Threats, Emergencies, and Disasters
Public health threats, emergencies, and disasters are as diverse as they are devastating to a population. Infections such as pandemic influenza outbreaks cause severe illness and often death in susceptible populations like the very young or old. Disasters such as these require rapid response to vaccinate susceptible populations and educate the public on how to protect themselves from contracting the disease.
Natural disasters like tsunamis, hurricanes, sudden heavy snowstorms or blizzards, and flooding also jeopardize health. These types of disasters create environmental health concerns through the spread of toxic waste, increased water-borne infections and insect-borne disease, as well as loss of power or the inability to navigate roadways during floods or blizzards. In addition, natural disasters create environmental concerns such as low food supply, destruction of crops and livestock, and lack of clean water. Natural catastrophes like these are predicted to increase in frequency and severity as long as climate change with increasing global temperatures continues unchecked through slow reaction or frank inaction by governments.
Organizations across the globe are developing strategies for decreasing their carbon footprint in order to reduce pollution that contributes to climate change. Because no one is immune from this hazard, nurses must have a grasp of the growing concern for the impact of climate change and its associated implications for public health worldwide. It is important for nurses to learn how to increase their leadership capabilities to affect local, state, and national outcomes.
This week, you will consider the role of the nurse in preventing illnesses due to environmental issues. Additionally, you will discuss the role of nurses in developing health promotion and health protection strategies to address global climate change health concerns.
Learning Objectives
Students will:
Analyze the role of the nurse in preventing illnesses due to environmental issues
Analyze the implications of global climate change on health*
*The Assignment related to this Learning Objective is introduced this week and submitted in Week 5.
Photo Credit: Photograph by Michael Rieger taken on 09/01/2005 in Louisiana - 15091. FEMA.
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Holtz, C. (2013).
Global health care: Issues and policies
(2nd ed.). Burlington, MA: Jones & Bartlett.
Chapter 14, “Global Perspectives on Nutrition” (pp. 355–384)
Chapter 16, “Global Perspectives on Environmental Health” (pp. 409–427)
Stanhope, M., & Lancaster, J. (2016).
Public health nursing: Population-centered health care in the community
(9th ed.). St. Louis, MO: Elsevier.
Chapter 10, “Environmental Health” (pp. 217–241)
Public Health Nursing: Population-Cen.
This document discusses the importance of indoor air quality (IAQ) in classrooms. It notes that green schools provide clean air which promotes student health and learning. Poor IAQ can negatively impact student attendance, test scores, and health. Common indoor and outdoor air pollutants are outlined. The document recommends increasing outdoor air ventilation and filtration to improve classroom air and protect students from outdoor pollutants. It references standards and guidelines for acceptable classroom ventilation and air quality.
Children’s Nature Deficit: What We Know - and Don’t Know
`
For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Assignment of Business Law : Environment pollution caused by Plastic, a study...Abdulla chowdhury
In Bangladesh People have knowledge regarding environmental pollution caused by plastic, but most of them are not bothering because of social practice, lacking of systems and poor respect for the law.
A STUDY OF THE DECISION TO REMOVE CHILDREN FROM THEIR PARENTS BY CHILD WELFAR...Sabrina Green
This dissertation studied the decision by child welfare supervisors to remove children from their parents. Specifically, it analyzed the effect of three factors on this decision: physical abuse, domestic violence and substance abuse, and availability of services to help the family. Surveys of 87 child welfare supervisors found that the likelihood of removing a child increased with evidence of both physical abuse and domestic violence/substance abuse, or with a lack of services. The study provided information to help guide removal decisions and improve the child welfare system.
The document summarizes a community forum on climate change hosted by Lighter Footprints in Melbourne, Australia. 80 people participated in presentations and small group discussions on climate literacy, solutions, and stakeholder responsibilities. Participants felt that climate literacy in the community is generally poor and more education is needed, through schools, community forums, and improved media reporting. Improving understanding of the science of climate change and its implications was seen as vital to enabling informed debate and political action on climate solutions. Suggestions to increase literacy included more education programs, short courses, and using various media to convey that addressing climate change can maintain or improve quality of life.
1. What are your Degree Depths Environmental Studies, Arabic .docxpaynetawnya
1. What are your Degree Depths? Environmental Studies, Arabic
2. Area of interest within one of your Depths? Pollution, which relates clearly to environmental
studies
3. Identify a global issue/problem that's related to this field: Access to safe water is a basic human
need that is not being met in much of the world today.
4. How does this relate to your Degree Depths? I learned how to test water quality in my Ecology
class and studied attitudes toward environmentalism in different world cultures in my
Globalization class. I have also worked on water rights in the desert setting of Kuwait.
5. Why is the problem significant? Depletion of fresh water is a dire consequence of population
growth, climate change, and modern industrial and agricultural practices. A huge percentage of
the human population already has little to no access to clean fresh water, so it is already a
quality of life issue that could easily factor into global unrest.
6. Five academic journal articles that examine this global problem:
Aron, J. L., Hall, R. K., Philbin, M. J., & Schafer, R. J. (2013). Using watershed function as the
leading indicator for water quality. Water Policy, 15(5), 850-858.
Dai, L. (2014). Something old, something new, something borrowed and something blue:
Tackling diffuse water pollution from agriculture in China: Drawing inspiration from the
European Union. Utrecht Law Review, 10(2), 136-154.
Foster, S., Chilton, J., Nijsten, G., & Richts, A. (2013). Groundwater—a global focus on the ‘local
resource’. Current Opinion In Environmental Sustainability, 5 (Aquatic and marine systems
themed issue), 685-695.
Trigueros, A. (2012). The human right to water: Will its fulfillment contribute to environmental
degradation? Indiana Journal of Global Legal Studies, 19 (2), 599-625.
Wyman, R. J. (2013). The effects of population on the depletion of fresh water. Population &
Development Review, 39(4), 687-704.
7. How do these scholars view this global problem? Depletion of fresh water is a major concern
worldwide, and not much is being done about it that has proven effective. It’s primarily up to
policymakers to come up with solutions, and these scholars provide a snapshot of some different
solutions, but not much more. Aron (2013) focuses on US ecology. I won’t be using this one, I
guess! Dai (2014) advocates more awareness of the impact of industrial-model pollution controls
on human-scale agriculture in both the EU and China. Foster et al. (2013) address concerns
about the sustainability of depending on groundwater for the maintenance of human society.
However, they don’t deal with pollution. Another article I won’t be able to use, probably!
Trigueros (2012) treats water access as a basic human right and carefully examines the impact of
honoring this right on fragile environments. Wyman (2013) tries to demonstrate that people’s
indulgence in food and agriculture is more responsibl ...
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Uu114 report
1. Page | 1
Acknowledgement:
First of all I would like to give my sincere thanks to God for his unlimited love and guidance while doing
this report
secondly to my UU114 teacher Miss Sa’a Finiasi
the Librarian at the USP Laucala library
my friends, colleagues and those who have contributed their knowledge to my topic
Without your help, this report would not be completed in time. I am grateful to have someone like you
who usually have my back. All the best to you and God bless.
2. Page | 2
Abstract
The main purpose of this report was to go over the views of students at USP Laucala Suva on climate
change. This report consists of four main terms of references. One of which is identifying three common
causes and effects of climate change in the Pacific. To carry out these objectives, questionnaires are
distributed to ten males and females. Secondary sources are books, magazines journal and online
information. The results are interesting, some student present great knowledge on climate change
especially those from countries threatened by Climate change. This report concludes with the idea that
most students are aware of what climate change is and its effects to Pacific islands.
3. Page | 3
1.0 Introduction
The main objective of this report was to investigate how climate change presents problems to the Pacific
Islands, and what are the students’ views on climate change as a whole and what solutions are there to
help reduce its effect. The preferred area of study is the University of the South Pacific at Laucala campus
Suva City.
There was a study on people awareness and adaptation to climate change, co-authored by Mr. Easey S
from the Yale University and the other six. The report was entitled “Public understanding of climate
change and adaptation in South Australia”. It interviews different individuals from different race groups.
Question two of the report asks “What do you do, or what could you do in the future, to cope with the
threats associated with climate change?” Easey, S. 2013.
As a hypothesis, most males would believe that the common causes of climate change are industrial
pollution, Gas emission and Land reclamation. Its effect would be increase in temperature. Females are
likely to see climate change as the result of Deforestation which creates problems such as increase in
water salinity. Both females and males would agree that Rise in sea level, salinity of soil and increase in
temperature are the most serious effects of Climate change and their reliable source of knowledge would
be from School studies and Mass media. Both genders would be familiar with replanting of trees like
mangroves and Earth Hour programmes.
Four important terms of reference are to identify the three most common effect of climate change and its
impacts, secondly was to investigate and rate how well informed students are on this topic, thirdly was to
evaluate how effective various programs run by government and non-government organizations are they
in educating people on this matter and lastly to find solutions that could suggest how tertiary students can
participate and battle against climate change.
To successfully carry out these aims, important steps are followed. These of which are obtaining
information from the internet, magazines, books, newspapers and views of students. Primary sources
include distributing twenty questionnaires.
4. Page | 4
2.0 Procedure
In this report, two types of sources were used of these which are primary and secondary sources
2.10 Primary sources:
2.1.1 Questionnaires
Subjects: A total of twenty questionnaires were distributed to students at the USP Laucala, ten goes to
females and ten goes to males.
Materials used: twenty copies of the questionnaire which I printed and one ball pen.
Procedure: This was conducted on a basis that respondents are requested to answer at that time just to
prevent problems such as miss-placing the copy or losing it. In addition to that, respondents are also asked
to answer according to their best knowledge and to avoid playing around.
2.20 Secondary sources:
2.2.1 Internet
Materials: What I used was the computer labs PC and my personal lab top
Procedure: I searched the web for related materials on the topic and then note them down
2.2.2 Journal
Materials: I used applicable journals on the subject from the library and also from online journal
databases.
Procedure: I look for journals in the library and then use the library computers and mine to
access the online journal database.
2.2.3 News papers
Materials: Newspapers hard copy and e-copy using the internet by accessing it from my
personal lab top.
Procedure: I look for Newspapers that contain related information on the issue and check the
Newspapers website too.
5. Page | 5
3.0 Results
After doing the research,the results are obtained
3.1 CAUSES AND EFFECTS OF CLIMATE CHANGE
3.1.1 Causes ofclimate change:
Figure 3.1.2. From the twenty samples ten males and ten females, the following results are graphed as
according to their opinion on which causes of climate change are the most common.
GAS
EMISSION
DEFORESTATI
ON
INCREASE
USE OF
TECHNOLOG
Y
INDUSTRIALI
SATION
LAND
RECLAMATIO
N
FOSSIL FUEL
MALE 5 6 2 7 2 8
FEMALE 9 8 7 2 0 4
0
1
2
3
4
5
6
7
8
9
10
Numberofpeople
Causes of climate changeFigure 3.1.2
6. Page | 6
3.1.3 Effects of climate change
These two charts illustrate how serious the effects of climate change are. The keys used are very serious,
moderate and not serious at all. Here, the students rate the effects on the first column according to their
own views.
Findings here showed that males agree that melting of ice caps and rise in sea level are very serious
effects caused by climate change.
0%
20%
40%
60%
80%
100%
PERCENTAGEOFSEVERITY
EFFECTS OF CLIMATE CHANGE
MALES VIEW ON THE SEVERITY OF THE EFFECTS
OF CLIMATE CHANGE
Not very serious
Moderate
Very serious
Figure 3.1.4
7. Page | 7
Due to this chart, females strongly agree that Increase in temperature, thinning of ozone layer and
extremely high tide present serious trouble to the pacific islands.
0%
20%
40%
60%
80%
100%
PERCENTAGEOFSEVERITY
EFFECTS OF CLIMATE CHANGE
FEMALES VIEW ON THE SEVERITY OF THE EFFECTS
OF CLIMATE CHANGE
Not very serious
Moderate
Very serious
Figure 3.1.5
8. Page | 8
3.2 STUDENTS’ AWARENESS ON CLIMATECHANGE
The table below explains how students heard about climate change and how reliable the sources of
information are to them.
Figure 3.2.1
RELIABILIT
Y RATE
HOW YOU HEARD ABOUT CLIMATE CHANGE
FRIENDS/FAMILY MASS MEDIA SCHOOL/STUDI
ES
OTHERS
MALE FEMALE MALE FEMAL
E
MAL
E
FEMAL
E
MALE FEMALE
RELIABLE 2 0 3 4 5 4 INTERNE
T
INTERNE
T
SEMI-
RELIABLE
1 0 0 1 0 2 * *
NOT
RELIABLE
0 0 0 0 0 0 * *
TOTAL 3 0 3 5 5 6
Both charts illustrate how the students hear about climate change. The greater the percentage represents
the most informative source for climate change. It is clear that a majority number of both genders first
hear about climate change at school.
OTHERS as appeared on the graph above represents only internet source
0%
33%
56%
11%
How females heard
about Climate change
Friends/Families
Mass media
School studies
Others
Figure 3.2.3
25%
25%
42%
8%
How males heard about
Climate change
Friends/Families
Mass media
School studies
Others
Figure 3.2.2
9. Page | 9
Earth hour
Clean up
campaigns
Replanting of
trees/mangrov
es
Environment
week
Awareness
programs
Males 0 4 8 1 7
Females 3 4 6 2 5
0
1
2
3
4
5
6
7
8
9
Frequency
NGOs' and non NGOs' programsFigure 3.3.1
3.3 NGOs’ and Government Programs
Non-government and government organization also played roles in alerting people on Climate change.
Below are various programs they organize to educate people.
10. Page | 10
4.0 Discussion:
There are so many causes and effects of climate change that one could think out. However among all of
these, still there are very common ones.
From Figure 3.1.2, it is very obvious that most males believed that the three most common causes of
climate change are Fossil fuels, industrialization and gas emissions. On that same chart females agree that
gas emission, deforestation and the increase in use of technology and machine are three common result of
climate alteration.
Regarding views of those who answered our questionnaires, males believed that the melting of ice caps,
rise in sea-level are the most serious effects of climate change this is proved by the column graph figure
3.1.4. It gains a vote of 90%. Looking at figure 3.1.5 females strongly agree that the increase in
temperature, thinning of ozone layer and extremely high tides are the most serious effects of climate
change this is shown by their 100% selection
Droughts, flash floods and increased sea surge are also effects of climate change. It also places a threat to
people’s livelihood, our culture and heritage.
Climate change affects a community’s culture and heritage. As communities move
away from their traditional lands, many aspects of their cultural heritage are in danger
of disappearing along with their land (Usha, S. 2015)
From figure 3.1.4, it was discovered that male respondents are not quite familiar with what flora and
faunas are. They rate their extinction as being moderate when in fact, Flora or plants and fauna, another
term for animals are the basic nutrition for humans.
Figure 3.2.1 tabulates how students first hear about climate change an important area to investigate so that
we would be able to determine which way is more informative and reliable, these results which are then
plotted separately according to gender view. The findings in figure 3.2.2 stated that males first heard
about climate change at school, from family and friends. Females on the other hand first hear about
climate change at school and mass media. Overall, both male and female had access to the internet and
both agree that it is a reliable source since that allows them to know more about Climate change. So their
awareness depends on how much time they would research on the issue on the web.
Figure 3.3.2 expresses the results of what programs carried out by NGOs’ and Non-government
organizations which the students are more exposed to. As illustrated, males and females are more aware
of the replanting of trees and awareness programs. Earth hour was commonly practiced in Tuvalu. On
Funafuti, the Tuvaluans experienced a completely-fledged top down line on the Earth Hour when the
government planned to shut down the power plant for 1 hour. It angers most Tuvaluan people but it
greatly increases exposure to climate change awareness (Lan, M. 2011). This article was published and
posted on the web that many people from different countries came to realize how climate change is a
serious threat to the pacific nations.
11. Page | 11
5.0 Conclusion
The four terms of reference are important and essential to the completion of this report due to the sense
that they guide us. In addition to that, they made our results easier to classify as we just changed them to
subheadings. So, the number of these terms of references could also indicate the length of the discussion.
In conclusion, males believe that the common causes of climate change are industrial pollution, Gas
emission and Fossil fuels. Their effects are melting of ice and rise in sea-level. Females strongly agree
that climate change is the result of Deforestation, gas emission and increase use of technology which
creates problems such as increase in temperature, thinning of ozone layer and extremely high tide. So
evidently, both females and males agree that Rise in sea level and increasing temperature are the most
serious effects of Climate change and their reliable source of knowledge are from School studies and
Mass media. Both genders are most familiar with replanting of trees like mangroves and Awareness
programmes.
The hypothesis stated earlier was only true on the cases that most males would believe that the common
causes of climate change are industrial pollution and Gas emission while Females see climate change as
the result of Deforestation. Both females and males settle that Rise in sea level is the most serious effect
of Climate change. Their reliable source of knowledge was School studies and Mass media. Overall, they
are aware of replanting trees and awareness programmes.
12. Page | 12
Recommendation
Climate change cannot be stopped but can only be reduced. The solutions received from our respondents
present some contradictions and confuses. Some are repeated and some appeared on both sides as
immediate and future solution. However, after going through them carefully as a whole, reliable answers
are revealed.
Immediate solutions
I. The government should send a climate change officer to rural and urban areas to do awareness
talks.
II. Minimizing the use of machines that contributes to releasing carbon dioxide and other harmful
Chlorofluorocarbons (CFCS) wastes.
III. Developed countries should stop using fossil fuels and start using solar power and hydro power to
generate electricity.
Future solutions
I. Industrialized countries should stop deforestation.
II. Replanting more trees would help balance the amount of carbon dioxide in the atmosphere.
III. The governments should plan for projects in partnership with other countries and seek help from
them.
According to research,a Japanese company has sent engineers to Kiribati to inform President Anote Tong
on its ideas for a floating city to save the Pacific island nation from rising sea levels (Connors, A. 2013).
On the other hand, New Zealand had been accepting 75 Tuvaluans per year (Ralston, H. etal 2004).
(2023 words)
13. Page | 13
Bibliography
Australian Bureau of Meteorology and CSIRO, 2011. Climate Change in the Pacific: Scientific
assessment and New Research. Vol1: Regional overview
Caney, S. 2010, Climate change, Human rights and moral thresholds, Garder (ed) “Climate change
ethics”, Vol 9. Oxford 2010
Connor, A. 2013, “Japanese firm moves ahead with ‘floating city’ plan for Kiribati”, ABC News,17
September
Crowley, T. 2000, Science, New Series, “Causes of climate change over the past 1000 years” Vol 289,
No. 5477 July pp. 270-277.
Flora, J. Saphir, M. Lappe, M. Renout, C. Malbach, E. Leiserowitz, A. 2013, Evaluation of a national
high school entertainment education program: The alliance for climate education, 21 September
http://www.springerlink.com
Hanson-Easey,S, Bi, P,Hansen, A, Williams, Nitschke, M, Saniotis, A, Zhang, Y and Hodgets, K. 2013,
Public understanding of Climate change adaptation research Facility, Gold Coast
Marie, L. 2011, “Every night is Earth hour on Tuvalu”, Klima, 27 March
http://Klima-tuvalu.no/2011/03/27/every-night-is-earth-hours-on-tuvalu/
Usha,S. 2015, Pacific (journalism review) failed states and the environment, in “Communicating climate
change in the Pacific using a bottom approach”, Vol 20, no. 2. November pg. 79
14. Page | 14
UU114: English for academic purposes
Assignment 2: Research Report Questionnaire
Title: A report on climate change in the Pacific.
Gender: __________ Level of Study: ______________________
Causes and effects of Climate Change
1. a.) Do you know of Climate Change? Yes No
(Please tick in the appropriate box)
b.) From the list below, please select three (3) most common causes of climate change
that you know of. (Please tick in the appropriate boxes)
Gas emissions Industrialization
Deforestation Land reclamation
Increase in use of technology and machine Fossil fuels
c.) The following are some effects of climate change. For each please fill in the
appropriate spaces using the following key:
√√ : very serious ═ : moderate ≠ : not serious at all
Effects Severity
Salinity of soil
Melting of the ice caps
Rise in sea level
Increase in temperature
Thinning of the Ozone layer
Coral bleaching
Extreme high tides
Extinction of flora and fauna
Relocation (climate change refugees)
Confidentiality Clause: All answers pertaining to this questionnaire will be used solely for the purpose of
this assignment.
Appendix:
15. Page | 15
Students’ awareness on climate change
2. a.) Where did you first hear about climate change?
Friends / family School / studies
Mass Media others, please specify
(Newspaper/TV/Internet/radio) ___________________________________
b.) How reliable was this source of information? Please indicate by writing either very
reliable, semi reliable or not reliable at all.
_______________________________________________________________________
NGO’s and Government Programs
3. a.) From the list below select by ticking in two boxes of the programmes that you are
familiar with or heard of.
Earth Hour Environment Week
Clean up campaigns Awareness programmes
Replanting of trees/mangroves others
If you have chosen others, please specify:
________________________________________________________________________
b.) In reference to your answer above, state if they are effective or not and explain why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Recommendation
4. a.) Suggest two solutions to address the issue of climate change: one being an immediate
one and the other a long term solution.
Immediate solution:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Future solution:
__________________________________________________________________
__________________________________________________________________
Thank you for your cooperation.