Velocity of Sound Lab Report Example | Topics and Well Written Essays - 1000 words

Speed of Sound - Lab Report Example Sound is regularly a vital part of our whole encompassing and has incredible importance in our day by day life. By and large, stable is a type of vitality that is significantly created and proliferated through the longitudinal waves. They can likewise be named as being flexible waves that requires a vehicle for transmission. The other certainty is that, sound can't be transmitted through a vacuum. It fundamentally goes in fluids, solids and gases. The pace of speed of sound fluctuates from one medium to the next. For example, it is higher in solids when contrasted with fluids and gases separately (SpinART, 2002). Sound can be named being either melodic, clamor, shrill, among different classes. In the attempted lab test, the speed of sound was estimated utilizing a strategy that is alluded to as the Kundt’s tube method. This was discovered by permitting the sound to go through a given metal pole, to decide its recurrence just as the speed. Sound is regularly proliferated by longitudinal waves. These are waves whereby the particles development comprises of different motions forward and backward inside the course and size of proliferation. Inside a metal bar, sound can either be transmitted by transverse or longitudinal waves. In this lab test, longitudinal waves were created in an air section and a metal pole. The sound recurrence was then controlled by utilization of wave movement idea. In this extreme condition, f is taken as the recurrence whileâ lâ is the frequency. At the point when the pole set into vibration through appropriate stroking, the standing waves are consequently created inside the vibrating bar. Because of the clipping of the pole at its mid-point, the clasped point is taken as a hub with zero plentifulness, though the closures that vibrates are taken as antinodes with greatest amplitudes. Vibration of the pole in such a way implies, that its frequency and basic recurrence are double the pole length (SpinART, 2002). In the wake of gathering

Duties of a Student free essay sample

The Institute will be available to all understudies who are qualified by its affirmation principles, excepting nobody based on race, shading, religion, sex, pregnancy, sexual direction, sex personality, sex articulation, age, Efforts will be made to search out and concede understudies of differing financial foundations whose potential could be reached through a Rensselaer instruction. Imminent understudies may, before entering the Institute, demand Institute guidelines, legally binding rights, commitments and duties. Segment B: The offices and administrations which are ordinarily accessible to understudies under the guidelines and guidelines of the Institute will be available to the entirety of its understudies regardless of race, shading, religion, sex, inclination, page 3 STATEMENT OF ADOPTION BY THE TRUSTEES The Rensselaer Polytechnic Institute Student Bill Of Rights has been considered by the Trustees. So as to shield the privileges of all individuals from the Institute people group, certain particular standards and guidelines are necessary.Recognition of the Student Bill of Rights as in this communicated isn't expected to restrain or limit a definitive obligation and authority of the Board of Trustees to declare and uphold rules and guidelines sensibly reliable with the general standards set out in the Student Bill of Rights, which the Board of Trustees regards fundamental and proper to the Rensselaer people group. By its very nature, the Student Bill of Rights can't be effective without relating understudy duties and commitments which, in spite of the fact that they have not been explained in the archive, should of need be viewed as a piece of it and ithout which it can't succeed.In embracing the report on a basic level, the Trustees wish to clarify to all worried that their essential commitment, obligation and concern is to the greatest advantage of Rensselaer Polytechnic Institute as an instructive foundation and that this record, similar to all other arrangement articulations and choices concerning the Institute, is dependent upon the proceeding with fundamental control of the Board of Trustees. By no means will understudy charges or other Institute reserves be utilized to advance, arraign, start, or protect a foe continuing against the Institute without composed assent of the Institute. omestic viciousness casualty, or some other premise restricted by law. Age or year in school will not be utilized self-assertively as a reason for segregation, yet there might be substantial explanations behind differential access dependent on instructive objectives or portion of assets. The Institute will attempt to tie down equivalent access for all understudies to open offices in the nearby community.Section C: Every planned understudy will reserve the privilege to a composed clarification of the premise of qualification for money related guide, and the necessities for continuation. Likewise, beneficiaries of such guide will be given a clarification of the easons for change in money related guide that may happen in ensuing years. ARTICLE Ill: STUDENT-TEACHER RELATIONSHIP segment A: The educator in the study hall and in meeting will energize free conversation, request, and articulation. Understudies will be allowed to take contemplated special case to the information or perspectives offered in any course of study and to save judgment about issues of supposition. Area B: Students will reserve the privilege to gain from and be educated by the teacher about the methodology and guidelines by which they are to be graded.Student execution in course work will be valuated on a scholastic premise, not on assessments or direct in issues disconnected to scholarly norms. Understudies will have insurance through organized techniques against preferential or eccentric assessment. Area C: Information about understudy exercises, perspectives, convictions, and political affiliations which educators procure in the course oftheir fill in as teachers, guides, and advocates will be viewed as private. People who give secret articulations or composed decisions of capacity and character regarding an application wherein the understudy gives express authorization or the arrival of such data are capable August 201 0 to the beneficiary and to the subject similarly to be straightforward and reasonable in their judgment.ARTICLE CONFIDENTIALITY OF STUDENT RECORDS The Institute will distribute an unequivocal arrangement explanation with regards to the data which is a piece of an understudies perpetual authority instructive record and the states of its revelation. To limit the danger of ill-advised exposure, scholastic, money related, disciplinary, and clinical records wi ll be discrete, and the states of access to each will be distributed in an unequivocal arrangement articulation. Transcripts f scholastic records will contain just data about scholarly status, and the understudy and their guide will reserve the privilege to see these records whenever. Data from understudy records will be accessible just to approved people as controlled by the Institute or lawful guidelines. Different people, both nearby and off, will approach such records just with the express consent of the student.No instructive records will be kept which reflect as such the political exercises or convictions of understudies. Arrangements will likewise be made for intermittent obliteration of inert non-scholarly and non-money related records. The understudy will reserve the privilege to view and challenge the substance of their official Institute records, with the exception of those identifying with their affirmations application and all records of the mental directing and clinical administrations, paying little mind to where such records might be genuinely found. ARTICLE V: FREEDOM IN STUDENT LIFE Section A: (1) Students will be allowed to arrange and join legitimate relationship to advance their regular interests.The strategies and activities of an understudy association will be dictated by the participation inside the cutoff points built up by the Rensselaer association (Institute understudy body) and other ppropriate bodies inside the Institute. Association with an extramural association will not of itself exclude an understudy association from acknowledgment by the Rensselaer Union. So as to get Rensselaer association acknowledgment, Page 4 understudy associations might be required to present a mission statement, rules for participation, rules of strategy, and a present rundown of officials. All Rensselaer Union associations, incorporating those subsidiary with an extra-wall painting association, will be available to every single qualified understudy without discrimination.Recognition will not suggest endorsement or dissatisfaction with an associations points, bjectives, or strategies. (2) The forswearing of access to offices or decrease of assets will not be utilized by the Institute or the Rensselaer Union as a methods for control or concealment Of any legal movement. Rensselaer Union structure offices will be accessible for the utilization of all individuals from the Institute people group. Area B: (1) Students and understudy bunches will be allowed to look at and examine all inquiries important to them and to communicate feelings openly and secretly. They wi ll be allowed to help causes by systematic methods, including quiet gathering, which don't disturb the typical activity of he Institute. nless in any case approved, understudies and understudy bunches talk just for themselves in their open articulations or shows. (2) Students and understudy bunches will be permitted to welcome and to hear any individual based on their very own preference. Such understudies and gatherings will have a positive commitment to agree to Institute strategies which are intended to guarantee that for such an occasion there is satisfactory planning and security, and that such an occasion is directed in a way suitable to a scholarly network. The supporters Of any occasion will clarify to the scholastic and t-enormous networks that such sponsorship doesn't really infer endorsement or supports of the perspectives communicated, either by the supporting gathering or by the Institute.Section C: In the designation of article duty to singular understudies, the Rensselaer Union will give adequate article opportunity to the understudy distributions and other media to keep up their respectability of direc tion as vehicles for dependable free August articulation in a scholarly network. To this end, the Rensselaer association will give composed explanation of the job of understudy media, the gauges o be utilized in their assessment, and the constraints on control of their activity. Editors and administrators of understudy media will be liberated from subjective suspension or expulsion due to understudy, workforce, managerial, or open objection to article strategy or substance. Just for legitimate and expressed causes will editors and administrators be dependent upon expulsion and afterward just by systematic and endorsed methodology as built up by the Rensselaer Union. All Rensselaer Union distributed and financed understudy media will unequivocally state on the publication or in other proper style that the suppositions xpressed there are not really those of the Institute or understudy body. Segment D: Students will be free, independently and all in all, to communicate their perspectives on issues of institutional strategy and on issues of general enthusiasm to the understudy body. The understudy body will have a methods for giving contribution on institutional strategy influencing scholarly and understudy affairs.The job of understudy government and the two its general and explicit duties will be made express, and the activities of the understudy government inside the territories of its locale will be explored through systematic recommended strategies. AR TICLE VI: OFF-CAMPUS FREEDOM OF STUDENTS Section A: The Institutes understudies are the two residents of the country everywhere and individuals from the scholastic network. As residents, offcampus, understudies will appreciate a similar ability to speak freely, serene gathering, and right Of appeal that different residents appreciate. Area B: When the exercises of understudies bring about clear infringement of the law, staff from the Division of

Hungering for Grass and Leaves Books About Nature and Wildness

Hungering for Grass and Leaves Books About Nature and Wildness It’s that time of winter (or winterish spring) when I’m nature-hungry. Chicago usually has harsh winters; going outside is not pleasant from November to March or even into April. Sometimes I’ll have that moment that makes me really yearn for those temperate months. I’ll smell dirt or see a patch of green (but very dead) grass that reminds me of picnics in the park and happy walks in the blossoming world. I miss birds twittering away in trees and fat bunnies on all the green spaces. To tide myself over, I read nature and animal books to help get me through this gray cold time. Were facing snow here tonight in Chicago as I type this. Below are some books about people’s contemplation and relationship with animals and nature. Some of the books about nature in particular feature very unusual takes on our relationship to the animals around us. A few authors focus on the thrill and danger of the African bush with elephants and other megafauna. The Elephant Whisperer/Babylon’s Ark/The Last Rhino by Lawrence Anthony, Graham Spence The Elephant Whisperer is the story of South African Lawrence Anthony rehabilitating very traumatized elephants. It starts with a phone call offering up a group of elephants to him. If he didn’t take them, they would all be shot. And thus begins the painful and beautiful story of his relationship with a herd of elephants. Babylon’s Arc, though written first, is Anthony’s struggle to rehabilitate the Baghdad Zoo after the most recent Iraq war. It’s an incredible reminder about the cost of war on everyone and everything around us. The last book is his work to try to save the rhinos in war-torn Congo. It ends up being an interesting look at the infamous Lord’s Resistance Army settled in part of the Rhino territory. I highly recommend reading these books in order. Wildness: Relations of People and Place edited by Gavin van Horn and John Hausdoerffer; City Creatures edited by Gavin van Horn, edited by Dave Aftandilian Wildness is a collection of essays about humans and our relationship to nature. What is the meaning of “wild” in the U.S.? In Enrique Salmon’s “No Word,” he discusses how there is no word for wild in his native language of Rarámuri. There’s no setting aside the world of human and the world of the wild. It’s a beautiful essay about the importance of how language divides and separates us. We are part of nature and nature is part of us. In Mistingutte Smith’s essay “Wild Black Margins,” she discusses the intersection between African Americans and land. She talks about what is perceived as wilderness and the complicated story of land in the U.S. City Creatures is another collection of essays that focuses on animals in urban environments. There are beautiful essays, photos, and comics about the animals that live amongst us. Full disclosure: I have published articles at the City Creatures blog for the Center for Humans and Nature. But it was the exhibition and book of City Creatures that drew me to the Center and Van Horns work. Wild Ones: A Sometimes Dismaying, Weirdly Reassuring Story About Looking at People Looking at Animals in America by Jon Mooallem This book is one of my favorite books about nature. Mooallem focuses on three speciesâ€"the polar bear, Lange’s metalmark butterfly, the whooping craneâ€"to explore the U.S.’s changing perception of animals and humans. I didn’t know much about the origins of conservation in the U.S. The title is apt; the stories go from hilarious to tragic. One that sticks in my mind is about a scientist who lived with a whooping crane, a very endangered species. She had been raised by humans and had imprinted. In order to artificially inseminate her, one scientist lived with her and did bird things, like digging for bugs and nesting. When they did a mating dance, his assistants would rush in and inseminate her. After a few miscarries, she finally laid an egg. During the time, he was waiting to talk on the Lettermen show when he realized that he was about to be skewered for this experiment. But then he got a phone call saying that a coyote had broken into the habitat and killed both the crane a nd her offspring. H is for Hawk by Helen MacDonald This memoir details Helen MacDonald’s experience training Mabel, her Goshawk, as a way to deal with the sudden death of her father. While she discusses the particulars about training a hawk, it’s a very psychological book, looking at the issue of death and grief.  She talks a lot about the author T.H. Whites chronicle The Goshawk where he details his attempt to train a goshawk and focuses on the author’s own complicated life. It won the 2014 Costa Book of the Year. Whatever You Do, Dont Run: True Tales Of A Botswana Safari Guide by Peter Allison In comparison to the other books, this book is a breeze. It details Peter Allison’s misadventures with elephants, water buffalos, and crocodiles while working as a safari guide. Most of his stories leave you wondering how he lived to tell the tale or how he stayed employed. The Urban Birder by David Lindo This book is about the birding life of David Lindo. His philosophy is simple: look up. He advocates for birding in the most unexpected areas: green spaces in the middle of the city. You never know what will happen. In addition to this wonderful philosophy, he talks about how he got his start as a birder and his experiences of being the son of Jamaican immigrants in England. Truly a book for aspiring birders. Unseen City: The Majesty of Pigeons, the Discreet Charm of Snails Other Wonders of the Urban Wilderness by Nathanael Johnson This was one of my favorite books of 2016. The inspiration for the book comes from Johnson’s tiny daughter who asks him questions about the nature he sees on their walks. So he writes the book, dedicating each chapter to an organism like pigeons, ginkgo balboa trees, and more. The pigeon chapter I thought was rather enlightening. Two words: pigeon milk. ?? Last Chance to See by Douglas Adams and Mark Carwardine Oh Douglas Adams, how I love you so. This nonfiction book is about Adams and zoologist Carwardine traveling across the world to seek out endangered creatures. They look for the Yangtze river dolphin, the kakapo in New Zealand, the Komodo dragon on a Indonesian island, and much more. It ranges from funny to sad with all the wit of Douglas Adams at the helm. You’ll fall in love with the ridiculous kakapo just like Adams. Also twenty years later (and after the too-early death of Adams), Stephen Fry and Caradwine do a TV series to revisit some of the creatures. Again, funny and depressing all the same time. Being a Beast by  Charles Foster This has to be one of the strangest books I’ve read in a long time. It was mentioned in a This American Life episode in 2016 but it’s even weirder than the segment goes. Foster wants to really understand what it is like to be an animal. So he decides he’s going to try living and experiencing the world as five different animals: badger, otter, red deer, swallow, and urban fox. He talks about living in a hole with his son as they pretend to be badgers. Or hiding in the bushes in London to understand how a fox saw the world. Or he asked a friend with hunting dogs to have them chase him in the woods to see how far he could get. The books sometimes go places I didn’t expect but it’s certainly a unique read. I hope you enjoy these books about nature to help you get through the last few months of winter. Want more books about nature? Check out Rioter  María Cristina Garcia Lynchs Read Harder 2018: A Book about Nature or Gretchen Lidas 3 Nature Books by Women for My Brother.

Sex, Gender, And Sexuality - 1490 Words

Sex, gender, and sexuality are words that are constantly are been not understood properly and also misused by societies. But scholars through research and history have come up with basic ways to distinguish what each term means. Starting with the term sex, sex is known as a biological structure of a person (Renzetti 2). There also is another way that sex defined, some believe that the definition of is the meaning the society and each individual gave it, â€Å"or the various ways we express our sexual natures† (Hoffert 395). Next the term gender can be distinguished because it uses the term sex as a source for creating a social grouping which then is applied to each individual (Renzetti 2). Using these definitions scholars are able to distinguish between these terms, but definitions alone might not be enough for some scholars to distinguish the differences between these terms, so there are some key ways to tell the differences. Starting with sex and gender, one s sex is static, but their gender can be dynamic. Gender is part of everyday life meaning everyone has to watch what they do in public and even at home, the society has an expectation of how men and women are supposed to behave or act and if the expectations are not achieved then that person is considered strange or abnormal (Lorber 54-55). Whereas the term sex is concrete, at least for now, from the moment a baby is born its chromosome is decided whether it’s XX or XY. Chromosomes can’t be changed through surgery andShow MoreRelatedGender, Sex, And Sexuality1363 Words   |  6 PagesJones Mr.DiGulio Honor Freshman English-3 26 April 2016 Gender, Sex, and Sexuality Gender, sex, and sexuality are not new concepts in today’s society. These three terms have been around for a long time, but they have only just started to surface and be taught and understood by the nation. Slowly society is learning that sex does not determine one’s sexual orientation and gender and who you are is nothing to be ashamed about. A person’s sexuality has been with them ever since and before they were bornRead MoreSex, Gender, And Sexuality1391 Words   |  6 PagesSEX, GENDER, AND SEXUALITY 1 Sex, Gender, and Sexuality Joel M. Queen Oklahoma State University Sex, Gender, and Sexuality When you go on with your daily lives and norms, you tend to not give much attention to what kind of roles certain genders play or how we perceive certain gender to perform said roles. Lorber mentions in the early part of her argument that we seem to treat sex, gender, and sexuality and the norms that come with them like fish and water (Lorber, 1994) . We have almostRead MoreSex, Gender And Sexuality966 Words   |  4 PagesThe chapter includes definitions about sex, gender and sexuality. Additionally, it describes a process of gender socialization, gender stratification, and supports these processes by social theories. Each of the provided videos and the article relates to this chapter in many ways. According to the chapter, people learn their roles of males and females through the process of socialization. There are certain guidelines established by society that people follow in acceptable manner. Each personRead MoreBiological Sex, Gender, And Sexuality1192 Words   |  5 Pagesimportant differences between biological sex, gender, and sexuality? Biological sex is our anatomy; this relates to a humans anatomical and reproductive system. Determined by karyotype (chromosomes of a cell, 46 XY karyotype in typical males and 46 XX karyotype in typical females), internal genitalia (testes and ovaries), external genitalia (scrotum and penis in males; labia and clitoris in females), and secondary sex differentiation at puberty (Pasterski, 2008). Gender is the state of being female or male;Read MoreBox Building Process with Respect to Sex, Gender and Sexuality954 Words   |  4 Pagesbetween the various groups of individuals in the society based on their age, gender, race, nationality among other factors (Warde Martens 21). Social differentiation process, which is also referred to as box creating process is vital in the escalating cases of social inequality, more specifically, for the purpose of this article, gender and sexual inequality. The demarcations created on the basis of this factors (gender and sexual attributes of an indiv idual) tend to mould individuals to depictRead MoreAn Analysis Of Judith Butler s Exploration Of Gender, Sex, And Sexuality Essay1544 Words   |  7 Pagesattack those very expectations. The essence of what it means to be a girl is questioned within the short video. Judith Butler’s exploration of gender, sex, and sexuality’s fluidity, trapped within the â€Å"normal,† binary structure of society, questions the same notions. Butler attacks the comfort of the binary system, and exposes the insubstantial basis of gender. The â€Å"Like A Girl† campaign by Always details the connotations of what it means to be a girl. When asked to run like a girl, older women andRead MoreGender Issues and Sexuality in Marge Piercys Sex Wars Essay785 Words   |  4 PagesSex Wars; a title provocative enough to garner not only a second look when encountered on an overcrowded bookshelf, but undoubtedly a perfunctory lift from the shelf and a superficial perusal. If you do delve deeper into the novel by Marge Piercy you come to see that Sex alludes to gender and the relationship between men and women; not just the act. War denotes power, agency; a struggle to gain it, fought in our own cities not on some far off shores. It isnt peculiar that Marge Piercy would devoteRead MoreDismantling Binaries: Bisexuality947 Words   |  4 Pageswith respect to sex, gender and sexuality. In the society, these boxes and their limits rest on a multiplicity of assumptions. The first supposition is that there are two sex’ s genders, and sexualities. Everyone is male or a female, feminine or masculine, heterosexual or homosexual but no one can be both. This supposition of sex believes the truth of substantial difference in how persons actually do gender but yet people carry on to believe that there are just two equally elite gender groups into whichRead MoreThe Cultural Matrix And Gender Identity1506 Words   |  7 Pagesâ€Å"‘persons’ only become intelligible through becoming gendered in conformity with recognizable standards of gender intelligibility (p.22)† and describes â€Å"intelligible† genders [as] those which in some sense institute and maintain relations of coherence and continuity among sex, gender, sexual practice, and desire (p. 23).† That is, legitimate persons are those whose gender matches their sex within heterosexual engagements. However, all persons should be intelligible. It is through the cultural matrixRead More The Social Construction of Gender and Sexuality Essay1361 Words   |  6 Pageswhole new generation of people who aren’t defined by their race or their sex or who they like to sleep with.† This statement exemplifies the definition of gender as a concept; gender is the expectations of a sex according to the culture of society. Sexuality, within this definition of gender, reflects society’s expectations, which are created in relation to the opposite sex. The variances between cultures means that gender expectations change within different cultures. These expectations put pressure

Personal Statement High School, Basketball, And Softball

There are many times in our life that shape who we are, most of these â€Å"moments† go unnoticed. Things happen and change us in an instant so we often don’t remember these â€Å"moments† simply because they do not come across as something memorable. They just happen. If you’re lucky enough, you can remember this defining moment, and be able to reflect on this moment in a time of need, to remind yourself of the long journey that got you where you are at today. In high school, I was involved in volleyball, basketball, and softball. Throughout my whole venture, I had this one coach who followed me through every sport. Her name was Coach Lolly Arevalo. She was five feet tall, dark skinned, big green eyes, and a little muscular body, she had a masculine voice that terrified all the athletes every time she scolded us. â€Å"Do not stop till I blow this whistle,† those words motivated each and every one of us not to stop. The very first game I had my fre shmen year in volleyball was a big, extraordinary moment in my life. When we walked into the gym that night to warm up before the other team arrived, butterflies began to flourish in my stomach as the excitement began to kick in. The bleachers were filled with people wearing red and white shirts, friends holding fan signs with your name, and family members who wanted to see you play the game you love. The excitement I was developing become even more known when the other team arrived. The girls looked as though they wanted to smash your faceShow MoreRelatedAn Individuals Leadership Skills1058 Words   |  5 Pagesleadership a person expresses. Organizations can also be impacted by â€Å"The Law of the Lid;† the strength of the leader(s) limits the amount of success the whole organization will have. This law was put into play in my National Honors Society in high school. During my first year, the leaders were not the best quality. The members on the board were all involved in other sports or clubs and tended to focus more on those versus NHS. They had a low leadership level, and in turn, our club had a low effectivenessRead MorePersonal Statement : Sports, Karate, And Softball Essay1573 Words   |  7 PagesPersonal Statement For as long as I can remember sports have always been a part of who I am. I was always a very active kid growing up, in fact I played basketball, soccer, karate, and softball. Although I played all of these different sports, there was one that made a huge impact in my life, and that was softball. I was 10 years old when I stopped playing the other sports and focused more on softball. I played softball competitively during the summer and fall on travel teams for 8 years. SinceRead MoreSample Marketing Plan7635 Words   |  31 PagesFinancials * 6.0 Controls Executive Summary 1.0 Executive Summary All4Sports is a tax-exempt not-for-profit organization that provides the community with a complete youth sports program. All4Sports offers participants from kindergarten to high school positive learning and team experiences along with the opportunity to create life-long memories. All4Sports continues to be the premier provider of youth sports experiences, and seeks to make this experience affordable and available for all interestedRead MoreIs It Not As Deceiving As You May Think?1779 Words   |  8 Pagesthey live in, and what they drive? I know what you’re thinking, â€Å"don’t judge a book by it’s cover†, but often enough this simple judgement is down right accurate. People often enough wear clothes to show their social class, or at least to make a statement and say they have the money to afford the â€Å"higher-end products†. People that happen to have a large income also tend to live in larger houses which are a symbol of how hard they worked, and acts as a reward for all their effort. This award not onlyRead MoreSocial Bond Theory Essay2308 Words   |  10 Pagesgymnastics, jewelry making, tutoring and personal development; as well as local, state and national tournaments in basketball, golf, karate, soccer and softba ll.† (Pasadena pal program, 2012) With all these activities available to the kids, it is no doubt that some of the kids participate in more than one of them which keeps them busy and leaves little time for them to do any delinquent behavior. Belief is evident in this program because in the mission statement it says that one of the goals of theRead MoreSchool District Adminstration4672 Words   |  19 PagesCapetown High School [pic] Taking a Bite out of Education!!! Cougar ISD Capetown High School 1979 Shoreside Drive Capetown, Texas 73911 Principal- Scott Thomison Assistant Principal- Guillermo Altamirano Academic Counselor- Travis Cole Athletic Director- Mike Nelson Health Fitness- Matt Tarbutton Counselor- Emilio Luna IT- John Kenna Mascot- Sharks School Colors- Navy Blue and White Motto- Taking a Bite out of Education! Mission Statement: To provide all learners withRead MoreLeadership5482 Words   |  22 PagesFOLLOWERSHIP Robert H. Jerry, II* [B]etter followers beget better leaders. I been fond of a set of expressions HROUGH use to underscore the importance of an idea or a cause I sometimes the years, I have believe important and worthy of personal or institutional investment, or both. The expressions fit together like this: our society has a particular problem that needs attention; our colleges and universities, being institutions broadly representative of our society, also have this problemRead MoreMarket Analysis2601 Words   |  11 Pageshealth camps for elementary to high-school aged children. These camps will seek to educate kids on how a healthy life style can be attained and the importance of taking care of your mind and body. * Create and implement a Corporate Wellness package which will be tailored to each specific company. Services will include: Personal Training, Nutrition, Chiropractic, Massage, Wellness Coaching, and a 5K/10K run series Elite Advantages With our current services of personal training, nutrition, and wellnessRead MoreFamily Entertainment Center ( Hffec )2200 Words   |  9 Pagesalso include an event-planning center for corporate meetings, retirement parties, holiday parties, employee parties, sales meetings, executive meetings, training programs, seminars, and team building. Business Description Vision Mission Statement: The mission at Havn Fun Family Entertainment Center is to focus on providing fun for the whole entire family no matter the age. We want to bring new affordable and accessible entertainment to the city of Beaumont year round with both indoor andRead More My Life as a Diabetic Essay2884 Words   |  12 Pagesenough insulin? How long can I go before I’ll need more protein—one, two, three more hours? Is my blood sugar too high, should I exercise more to try and bring it down, or is it really too low? Does my body need sugar? Sometimes I know, sometimes I don’t. Every diabetic develops personal early warning signals for possible catastrophes. On one end of the spectrum, I have my â€Å"too high† signals: tiredness, grumpiness, fuzzy vision, loss of balance. This, of course, is all complemented by an intense

Lesson Plan for Social Studies Class Grades 9-12 Free Essays

Unit Social Studies:   The Civil War — Emancipation Experience Objective Through this lesson, the students will be able to:   1. Given a particular situation, recognize the period of history portrayed following the inquiry period.   2. We will write a custom essay sample on Lesson Plan for Social Studies Class Grades 9-12 or any similar topic only for you Order Now    Given a particular scenario, distinguish groups after the inquiry period.   3.   Study and come into contact with changeable emotions of every group.   4.   Examine and differentiate the differences in the lifestyle of every group.   5.   Assume/imagine and identify with what life was like for Americans during that period. Rationale Hardly any event in mankind can measure up to the damage and destruction of war.   However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war.   In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives — the American Civil War.   Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation.   This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war. Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners). Content Group activity using charts and internalizing the role of each groups involved in the Civil War. Procedures 1.   By means of random, divide class into three (3) groups- A, B, C according to size. Group A (Slaves)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1/4 of class Group B (S. Whites)   1/4 of class Group C (N. Whites)   1/2 of class Note:   Don’t inform the class what every group stand for. 2.   Then instruct every member to name themselves utilizing a marker and a piece of tape.   It must be visible. 3.   Move desks apart from each other and split the classroom in half.   Break up the room by means of putting tape on the floor.   Area I will be shared by Groups A and B.   Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor.   This area must be surrounded with tape.   4.   Next, show Chart I to all the groups and inform them regarding each group’s location, food allotment, and movement as shown below: Chart I Group  Ã‚   Location  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Movement A  Ã‚  Ã‚   Sit on newspapers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of broken crackers  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   None B  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the      classroom C  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the  classroom)   5.   Start conducting Part I for a period of 5-10 minutes.   Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group.   Allow member of just groups B and C speak without restraint to one another.   But let every group speak to each other.   6.   End Part I.   Show Chart II to the class, which contain as follows: Chart II Group  Ã‚   Location Food Allotted      Movement A  Ã‚  Ã‚  Ã‚   Chairs      Plate of broken crackers  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Shaded area B  Ã‚  Ã‚  Ã‚   Chairs       Plate of broken crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area I only C  Ã‚  Ã‚  Ã‚   Chairs       Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area II only 7.   After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs. 8.   End Part II.   After the Part II activity, show Chart III explain to the class as follows: Chart III Group  Ã‚   Location         Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Movement A  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Full B  Ã‚  Ã‚  Ã‚   Chairs                  None  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full C  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Full 9.   After showing chart III, you can start conducting Part III for a period of five (5) minutes.   Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III.   Remove the shaded area.   Do away with all tape placed on the floor.   The groups can now freely move.   But, Group B merely receives broken crackers. 10.     End Part III and the whole activity.   Arrange the room to bring it back to its original order. Materials Masking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates. Assessment At the end of the activity, ask the students the following questions to assess their feelings and reactions about the activity: 1.  Ã‚   What can you say about this activity? Did you like it? If yes, why? If no, why not? 2.   How did you feel about being in Group A, B, or C? 3.   In your opinion, how did the groups differ from each other? 4.   What do you think was the best group to be in?   How about the worst group to be in? 5.   What primary event in American History did this simulation describe? Answer:   The American Civil War.   6.   Who do you think did each group stand for? Answer:   Group A. represented the Black Slaves Group B symbolized the White Southerners Group C stood for the White Northerners 7.   What do you think did the headings in the charts symbolized? Answer:   Location (floor or chairs) represented social status Food Alloted (either whole or broken crackers) symbolized economic status Movement (either full or restrained) symbolized political status 8.   In your opinion, what did Parts I, II, III stood for? Answer:   Part I stood for the Pre Civil War period Part II. represented the Civil War era   Part III represented the Post Civil War period 9.   Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group? Example:   Compared to Groups B C, Group A was instructed to sit on the floor  Ã‚  Ã‚   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South.   The, take note of the change in Group’s A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period. Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status.   Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between the North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there.   This was represented when half of the group was pulled out and placed into a neutral area.   Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized.   But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities.   Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically. Then for Group C, all throughout the three parts (I, II, III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed. Rubric: Group Learning Activity Rubric A: Process Exceptional Admirable Acceptable Amateur   Exceptional Admirable Acceptable Amateur Group Participation Every member actively participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills;   in their discussions, members display awareness   and knowledge of other’s ideas and opinions s During interaction, members exhibit   adeptness; active  discussion and interaction focuses on the task  Members display some capability to interact; members listen attentively; there is some proof of discourse or  alternative There is only little interaction; members converse briefly; some  students show disinterest Roles within the Group every member was assigned a  distinctly specified role; the  group members execute  roles successfully and effectively every member was assigned a  role, however, roles are not clearly  specified or systematically  followed. Members were given roles to perform, however, roles were not  consistently followed.  No effort was shown to assign roles to every group member References Commager, H.   (1982). The Story of the Civil War as Told by Participants.   Fairfax Press,   Ã‚  Ã‚   1982. Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created   Ã‚  Ã‚  Ã‚   Materials. Rubistar.   Create Your Rubric.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://rubistar.4teachers.org Sass, E.   Social Studies Lesson Plans and Resources.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.cloudnet.com/~edrbsass/edsoc.htm How to cite Lesson Plan for Social Studies Class Grades 9-12, Essay examples

Applied Ethics and Sustainability

Question: Explain Applied Ethics and Sustainability. Answer: Introduction: Although the privately owned companies work with the ulterior objective of profit maximization, they are always liable to the public to abide by certain rules of the society and ethical codes of conduct. As the eminent economist, Friedman, has already stated, that the private companies can adopt any strategy in order to enhance their profit level, but at the same time they must never compromise with the quality of the goods sold, nor can they spoil the ecological balance by dumping of wastes. Hence, business ethics should be adopted by an organization, so that it does not affect the ecological balance, or the socio-economic well-being of the world (Newton et al. 2014). Figure 1: The Three Pillars of Sustainability Pollution of the Global Commons and Sustainability: Ecological sustainability is a matter of great importance in todays world. Ecological balance implies an environmental condition, where the environment is full of diversity and productivity, and the ecosystem, with its sea, rivers, land , or climate does not pose any threat to the future sustainability of mankind. However, the global commons which include a variety of objects in the environment, starting with land, rivers, ponds, ecological animals, to valleys, and glaciers, have fallen prey to the tragedy of commons, in the words of Hardin. With the rapid growth of industries and technological advancement, the land, river, air are all contaminated at the same time, ultimately resulting in climatic aberrations such as Global Warming, Acid Rain, and depletion of the ozone layer of the atmosphere (McCormic et al. 2013). Industries as well as vehicles discharge extremely harmful and poisonous gases such as Nitrogen Oxide, Carbon Di Oxide , Sulphur Di oxide, Carbon Monoxide, etc. which c an not only lead to diseases such as Asthma and infertility, but birth defects among the humans (Vogler et al. 2014). Animals are equally affected by air pollution, as they consume high amount of toxins, while feeding on plants, which are contaminated, by toxins such as Mercury. Besides, the use of pesticides in the agricultural fields often run off and mix with the water, or the untreated sewage and industrial wastes are most carelessly dumped into the water bodies, which contaminates oceans, rivers and lakes. Apart from affecting humans, it directly harms the ecological sustainability by harming marine animals such as fishes. Littering the plastics products and polystyrene, carelessly in the environment, can also threat the question of sustainability as many animals, and birds may unknowingly consume these products, and hence this may block their intestine, resulting their death by either starvation or malnutrition. However, environmental balance is an important issue, as it provi des humankind with the basic resources to survive in the future. Hence, for retaining ecological sustainability, much steps are being taken. For example, the Environment Protection Agency, has already set up regulations, related to setting up a limit for an industry for the highest amount of emission per day, to charging factories in case the limit exceeds. Further, the EPA, has also recently made it mandatory for the automobiles to have pollution control services, such as catalytic contractors (Leslie et al. 2015). Most Significant Ethical Issues Concerning the Pollution of Global Commons: While speaking of environmental ethics, two important issues are to be dealt with- one being the relation between Man and Nature, and the second one is the relation between Man and Man. The question of preserving environmental sustainability becomes primarily important, solely because the environment is a stakeholder, and ultimate provider of life to all creatures on the planet. Further, the loss of biodiversity, the change in climate, or melting of glaciers, has an extremely negative and disastrous effect on humankind. The human life, itself is dependent on the natural resources, such as fresh air, healthy plants and drinking water, clean land, etc., and failing to preserve these resources in future, will threat the survival and sustainability of future generations. In the year of 1968, Hardin has already pointed out, how the global commons are being overused and exploited so much, that by the present time, there is a huge shortage of natural resources, and a shocking absence of a h ealthy ecosystem (Edenhofer et al. 2014). Recently, Climate Science is an emerging concept, which unveils the terrible fact, as to how the climate has disastrously been affected owing to reckless human activity through the process of industrialization. As the graph below suggests, over the years from the 19th century to the 20th century, there has been a remarkable soaring of temperature (Brown et al. 2013). Figure 2: Graph Showing the Rise in Global Temperature over the Years Because of the emission of harmful gases, such as CFC, Methane, Nitrous Oxide, the Ozone layer is depleted, which acts as the protector of Earth from the intense heat of the Sun. Consequently, the heat penetrates the atmosphere directly and increases the global temperature. Further, according to the National Oceanic and Atmospheric Administration research, the year 2015 in fact was the warmest year, showing a huge rise in the annual temperature of the earth, and a melting of several glaciers across the world. Keeping into consideration, the huge instances disrupting ecological balance, it has become important to control the ill effects of pollution, by influencing the ethical attitude of human beings. Nowadays, people are being made more aware of the possible danger caused by environmental degradation, by making the study of EVS a mandate in school and college levels. The study of the subject from childhood helps in shaping the moral duty of the individual student towards the preserv ation of the ecological balance of the world. Apart from the Environment Day, celebrated on 5th June, countries like Australia celebrate School Tree Day, where the children are encouraged to actively participate in the process of environmental conservation. Environmental ethics as a new branch of study, focuses on two important questions: What should be the role of an individual to protect and conserve the environment? What steps and regulations should the government introduce to limit the process of reckless exploitation of natural resources? (Attfield et al. 2014) Already, the companies and the industries have to follow the environmental standards, that are being set up by the EPA authority. Some companies, due for emitting excessive amount of polluting gases, have installed machines for reduction of environmental pollution. It should be remembered that the present generation should never overuse the natural resources so much that they become unavailable or exhausted in future. Similarly, killing animal species, leading to their extinction, destruction of forests, can threaten the possibility of human survival in future. Besides, the Environmental Justice Movement of North Carolina stated that impoverished people are more likely to suffer from the pollution of Global Commons, and hence strict measures should be taken to protect their interests as well (Riordan 2014). Pollution of Global Commons and Business: Private companies are usually so much driven by their profit-seeking motives, that tey usually disregard the importance of sustaining the environment and preserving the ecological balance. A business organization, not only exploits and overuses the natural resources, but at the same time, disposes the remnants of their wastes, after use, resulting in the destruction of ecological sustainability. A business transaction may harm an entire species or a race, by contaminating the environment. For example, the industrial wastes discharged by the industries and factories, are dumped into the water, which contain toxins that can kill marine plants as well as fishes who feed on them. Because of this whole process, the anglers section of the society gets adversely affected (Downing et al. 2013). No matter, how much an industry leads to the economic development of a nation, it emits harmful gases, such as SO2, NOX, which not only leads to diseases, but also has adverse effects such as climate change, Global warming, increasing desertification problem, etc. Besides, when an industry transforms a raw material into a final product, it does so, by utilizing resources from nature, and overuse of resources, especially the non-renewable ones will lead to exhaustion. In order to continue the same growth of production in future, the industries must utilize the principle of 3Rs, which consist of reusing, remanufacturing and recycling the same product. This helps in preserving the natural resource, and prevents the possibility of environmental pollution through discharge of waste products and industrial wastes. A group of eminent scientists in the year of 2008, headed by Pavan Sukhdev, revealed that the total amount of environmental damage caused by the industries alone, sums up to a wh opping amount of $2.2 Trillion every year. If this kind of pollution is not controlled now, the future will be doomed. The words of Harlem Brandtland, should not be discarded, that the health of the human beings and that of the ecosystem are inseparable, and deterioration in one, will essentially affect the other (Heutel et al. 2012). Ethical and Sustainable Response to the Pollution of Global Commons: Since the success of a business organization will always depend on the efficient use of natural resources, an ethical attitude to the question of environmental sustainability is needed. Nowadays, with the growing interest among the private companies, in CSR, the private organizations are becoming more responsible in handling the environmental resources through their day-to- day business operations. For example, IT companies such as Cisco, has put enough emphasis on the importance of environmental sustainability. Cisco, in fact has aggressively set up targets before itself to control the total amount of emission, and in fact by the year 2012, it has already achieved two successive missions of reducing total GHG emissions. Starbucks, has also recently shown much interest in the idea of environmental sustainability by using low-flow water valves, and buying cabinetries which are made up mostly from post-industrial wastes. This idea of recycling and reusing, has also been utilized by E-b ay (Hocking et al. 2013). Introducing these CSR based initiatives, the companies can not only contribute to the ecosystem but also gain goodwill amidst the consumers. Besides, apart from the existent policies and regulations, the government of each country should take an active step for protecting the environment against the pollution of Global Commons. For example, the cost-benefit approach can be taken, whereby the government sets a limit for emission of gases, exceeding which the company has to pay tax. This will, to a great extent control the reckless business activities of the large organizations, who harm the environment to raise profits over a short period of time. Besides, the authorities such as EPA, already controls the total amount of pollutants emitted by the factories, and in case of excessive contamination, the companies are directed to install machines, which are energy efficient or can reduce the emission of gases (Zhang et al. 2016). Again, there should be a pricing mechanism system, where the places which have higher amounts of pollution, can impose higher amount of pollution price on the industries, while places with lower risk of pollution, can lower down the pollution tax. The idea of permits was already successful a step in reducing the pollution of the environment. Accordingly, a company will have to buy permits from the government, at higher price, which will beget the company the legal right to pollute the environment. There should be a limited number of permits, and re-selling of permits among the companies should be allowed. Above all, incentives should be provided to the companies, which succeed in reducing pollution. The EPA and other agencies, already offer rewards to such companies, which have voluntarily reduced the environmental pollution. The government, in fact can reward a company, not only through financial means, but also can provide financial assistance to the companies for installing pollution control machines (Vesilind et al. 2013). Conclusion: It is absolutely an unfair and selfish course of action, if the people of the present generation use up the resources and destroy the ecological balance, without thinking of the needs of preserving global commons, for the future generations. Usually people tend to believe that business authorities are obliged only to serve mankind, and non-human creatures are absolutely discarded in the process. Hence, everyone should be educated about the need of maintaining an ethical attitude towards the idea of environmental sustainability (Mckinnon et al. 2013). Reference List: Attfield, R., 2014.Environmental Ethics: An Overview for TheTwenty-First Century. John Wiley Sons. Brown, D.A., 2013. White paper on the ethical dimensions of climate change.Widener Law School Legal Studies Research Paper, (13-58). Carroll, A. and Buchholtz, A., 2014.Business and society: Ethics, sustainability, and stakeholder management. Nelson Education. Downing, P.B. and Hanf, K.I. eds., 2013.International comparisons in implementing pollution laws. Springer Science Business Media. Edenhofer, O., Flachsland, C., Jakob, M. and Lessmann, K., 2013. The atmosphere as a global commonschallenges for International Cooperation and Governance.The Harvard Project on Climate Agreements DP,58. Heutel, G., 2012. How should environmental policy respond to business cycles? Optimal policy under persistent productivity shocks.Review of Economic Dynamics,15(2), pp.244-264. Hocking, M.B., 2013.Handbook of chemical technology and pollution control. Elsevier. Leslie, H.M., Basurto, X., Nenadovic, M., Sievanen, L., Cavanaugh, K.C., Cota-Nieto, J.J., Erisman, B.E., Finkbeiner, E., Hinojosa-Arango, G., Moreno-Bez, M. and Nagavarapu, S., 2015. Operationalizing the social-ecological systems framework to assess sustainability.Proceedings of the National Academy of Sciences,112(19), pp.5979-5984. McCormick, J., 2013.Acid Earth: the global threat of acid pollution(Vol. 4). Routledge. McKinnon, A., Browne, M., Whiteing, A. and Piecyk, M. eds., 2015.Green logistics: Improving the environmental sustainability of logistics. Kogan Page Publishers. Newton, L., Etzion, D., Rasche, A. and Schuler, D., 2014. Special Issue On: Environmental Sustainability and Business: Crisis or Opportunity?.Business Ethics Quarterly,24(02), pp.300-302. O'Riordan, T., 2014.Environmental science for environmental management. Routledge. Preston, C.J., 2013. Ethics and geoengineering: reviewing the moral issues raised by solar radiation management and carbon dioxide removal.Wiley Interdisciplinary Reviews: Climate Change,4(1), pp.23-37. Vesilind, P.A., Peirce, J.J. and Weiner, R.F., 2013.Environmental pollution and control. Elsevier. Vogler, J., 2012. 13 Studying the global commons: governance without politics?.Handbook of Global Environmental Politics, p.172. Zhang, H., Wang, S., Hao, J., Wang, X., Wang, S., Chai, F. and Li, M., 2016. Air pollution and control action in Beijing.Journal of Cleaner Production,112, pp.1519-1527.