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US Climate Action Report 2002
In June 1992, the United States signed, and later ratified in October, the United Nations Framework Convention on Climate Change (UNFCCC). Pursuant to the national communication reporting requirements under Articles 4.2 and 12 of the Convention and to guidelines later adopted by the UNFCCC Conference of the Parties (COP), the United States submitted the first U.S. Climate Action Report (USCAR) to the UNFCCC Secretariat in 1994, the second in 1997, and the third in 2002. The draft of the fourth report was available on this site from May 4 through June 1, 2007 to allow the public to comment on the draft text of the national communication before the final document was completed. The final report was submitted July 27, 2007. The fourth CAR provides an update on key activities conducted by the U.S. since the third CAR, an inventory of U.S. greenhouse gas emissions and sinks, an estimate of the effects of mitigation measures and policies on future emissions levels, and a description of U.S. leadership and involvement in international programs, including associated contributions and funding efforts. In addition, the text discusses U.S. national circumstances that affect U.S. vulnerability and responses to climate change. Finally, the CAR presents information on the U.S. Climate Change Science Program, the U.S. Climate Change Technology Program, our efforts in systematic observations, including the U.S. Integrated Earth Observation System, and our education, training and outreach efforts. The report takes into account activities up to and including 2006.
Reporting Technical Information is a classic in the field of technical writing that has maintained its leadership position for over 30 years. It began as a book most often used in engineering departments, and it is known for its emphasis on the rhetorical nature of writing; it aims to help writers 1) understand their readers and the context in which their documents will be read and used; 2) define their purpose in writing; and 3) design documents with those issues ascritical guideposts. The 11th edition takes a new and broader direction in its intent to prepare students in a wide variety of science, health, business, engineering, and technical majors to develop the kinds of documents they are most likely going to need to write in a work environment. In addition to choosingexamples from a broader range of disciplines, the text will focus on the development of written and oral communications in terms of both online and hardcopy presentations. It will also make the line between business and technical communication less distinct, as that line has blurred in both curricula and businesses. Of paramount importance will be the development of a better website for this edition, with clear integration to the text. Tebeaux and Dragga will ensure that revisions reflectcontemporary business practices.
Describes the state of the environment, especially in the United States, and examines human effects on the environment such as water pollution, hazardous waste, global warming, acid rain, etc.
Provides comprehensive coverage of the questions of global warming and climate change, including scientific descriptions and explanations of all factors, from carbon dioxide to sunspots, that might contribute to climate change.
With glaciers melting, oceans growing more acidic, species dying out, and catastrophic events like Hurricane Katrina ever more probable, strong steps must be taken now to slow global warming. Further warming threatens entire regional economies and the well being of whole populations, and in this century alone, it could create a global cataclysm. Synthesizing information from leading scientists and the most up-to-date research, science journalist William Sweet examines what the United States can do to help prevent climate devastation. Rather than focusing on cutting oil consumption, which Sweet argues is expensive and unrealistic, the United States should concentrate on drastically reducing its use of coal. Coal-fired plants, which currently produce more than half of the electricity in the United States, account for two fifths of the country's greenhouse gas emissions of carbon dioxide into the atmosphere. Sweet believes a mixture of more environmentally sound technologies-wind turbines, natural gas, and nuclear reactors-can effectively replace coal plants, especially since dramatic improvements in technology have made nuclear power cleaner, safer, and more efficient. Sweet cuts through all the confusion and controversies. He explores dramatic advances made by climate scientists over the past twenty years and addresses the various political and economic issues associated with global warming, including the practicality of reducing emissions from automobiles, the efficacy of taxing energy consumption, and the responsibility of the United States to its citizens and the international community to reduce greenhouse gases. Timely and provocative, Kicking the Carbon Habit is essential reading for anyone interested in environmental science, economics, and the future of the planet.
Features debates selected from political and academic journals such as the Nation, Commentary, and the American prospect, the readings supply important factual context for each debate and represent the best argument from each position.
In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes: *housing WAC in comprehensive writing centers independent of any other department; *using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and *phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines. In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs will be of interest to writing program and WAC administrators; writing center administrators; graduate students studying composition; and educators and graduate students involved in WAC initiatives, research, and study.
During the 20th century, ideas of conservation and preservation became an important theme in environmental history, continually defining approaches to the natural world. This volume traces the history of conservation on the local and state level, from the 1840s to the 1900s.
In this book leading scientists share their experiences and observations of developing and testing hypotheses, offering insights on the dangers of manipulating science for political gain. It describes how politicization--whether by misapplication, overextension, or outright manipulation of the scientific record to advance particular policy agendas--imposes expenditures of money, missed opportunities, and burdens on the economy.

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