You can find a lot of information about the maths and statistics on the internet.
To find this information you might choose to use:
search engines and subject gateways;
books and electronic books;
1.2.1 Planning your search
Your approach to searching will depend to a great extent on what kind of person you are. In an ideal world, when searching for information for a specific purpose, we would all find what exactly we were looking for at the first attempt, especially if we are in a hurry. However, it’s always a good idea to have some kind of plan when you are searching for information, if only to help you plan your time and make sure you find the information you need. If I was starting to search for material on
1.1.4 Evaluating information
How well does the following statement describe your approach to evaluating the information that you use?
When I come across a new piece of information (e.g. a website, newspaper article) I consider the quality of the information, and based on that I decide whether or not to use it.
5 – This is an excellent match; this is exactly what I do
By the end of this unit you will:
Have gained an understanding of the four dimensions of globalisation in relation to climate change;
Be able to distinguish between the three approaches to achieve sustainability;
Know the difference between ‘government’ and ‘governance’;
Identify what makes ecological citizenship distinctive;
Understand how the medium of the web can aid transitions to sustainability.
1.5 ‘Radiative forcing’ as an agent of climate change
Since its first major report in 1990, the IPCC has used the concept of ‘radiative forcing’ as a simple measure of the importance of a potential climate change mechanism. The basic idea is straightforward. Any factor that disturbs the radiation balance at the top of the atmosphere has the potential to ‘force’ the global climate to change: it will either warm up or cool down until a balance is restored. The perturbation to the energy balance of the whole Earth-atmosphere system i
By the end of this unit you should be able to:
understand why systems thinking might be useful and know something about how it can be applied in the context of environmental responsibility;
describe the significance of environmental pragmatism and cognitive justice as tools for supporting environmental policy and action.
Throughout this unit, a major concern has been to show how the demand of the antisweatshop movement that we not only respond to, but take responsibility for, economic injustices, no matter how distant, is an intensely controversial one. Claims by campaigning groups such as Oxfam and Christian Aid that consumer demand for cheap branded goods perpetuates poverty wage levels in the sweatshop industries are countered by claims from the pro-market lobby which point in an altogether differen
1.3.8 Summary of section
During the 1970s and 1980s, countries such as Hong Kong, Singapore and Taiwan benefited from their low-cost advantages in the new global division of labour. Now, however, the gap between rich and poor nations is wider and competition in the world economy greater, prompting campaigning groups to argue that contemporary low-wage economies do not have the options for economic development that their predecessors had.
In the face of market fragment
1.2.9 In praise of cheap offshore labour? continued
Significantly, no one from the pro-market lobby is actually denying that sweatshops exist, or trying to cover up the fact that workers in such places have to endure bad working conditions. But, as the subtitle of Krugman's (1997) article suggests: ‘bad jobs at bad wages are better than no jobs at all’. Low as the wages are in the offshore T-shirt or microwave factories compared with those in more developed economies, they tend to be higher than those of other workers around them. The huma
5.3 The rebound effect
When individuals or organisations implement energy efficiency improvements, they usually save money as well as saving energy. However, if the money saved is then spent on higher standards of service, or additional energy-consuming activities that would not have otherwise been undertaken, then some or all of the energy savings may be eliminated. This tendency is sometimes known as the ‘rebound effect’. For example, if householders install improved insulation or a more efficient heating boi
By the end of this unit you should be able to:
appreciate different connotations and traditions of the terms ‘nature’ and ‘environment’ in the context of environmental responsibility;
use conversation as a core metaphor for describing ‘what matters’ in environmental responsibility;
identify and compare formal and less formal expressions of environmental responsibility.
This unit was prepared by Tom Power with guidance from Dr Arlene Hunter.
Tom Power is a lecturer in science education at The Open University. His research interests include teacher education in the global south (www.open.ac.uk/deep) and the CASE intervention. He has been a teacher and an advisory teacher in East Sussex and a specialist adviser to the TTA teacher research panel.
Dr Arlëne Hunter, Staff Tutor in Science in Ireland
The learning outcomes for this unit are to:
Develop an understanding of the current evidence for global warming.
Model and apply the techniques of ‘measuring’ the Earth's temperature.
Understand the current warming in relation to climate changes throughout the Earth's history.
Explain factors forcing climate change, and the extent of anthropogenic influence.
Assess the ‘best predictions’ of current climate model
5.4 The ozone hole
Another group of greenhouse gases, the chlorofluorocarbons (CFCs), are double villains because they are also implicated in the destruction of the ozone in the upper atmosphere. CFCs are synthetic gases used in aerosols, as solvents and as coolants in refrigerators. They are also used to make a light insulating material called Styrofoam, from which packaging for hot take-away food containers can be constructed. It has been relatively easy to get international cooperation to ban further product
5.2 Air pollution
There are many popular beliefs about air quality and health. As a child you might have been exhorted to, ‘go out and play in the nice fresh air’. Mountain air is often regarded as being particularly beneficial, especially for those who are recuperating from or suffering some types of respiratory diseases.
1 Legacies and inheritance
There is no doubt that each one of us affects the lives of those who surround us. Many of our interactions with others are very obvious to us and could be described in terms of personal, professional and social relationships. But there are other, often unnoticed, interactions: the mother taking her children to school, the man buying his paper, the youth at the bus stop – all people we see regularly and only notice when they are not there. Younger people are often very worried about what oth
5.2 New Zealand's changing environment
In this study I want to explore some possible effects of this new trade on the environment of one of the countries involved. I've chosen New Zealand, partly because the developments we have just been discussing happened only a few decades after the first large-scale settlements of Europeans, and had a strong influence on the direction of its economy. Some background information will help to set the scene.
New Zealand consists of two mountainous islands with a total area similar to that
2.2 The origins of a rights discourse
In some form, the ideas of ‘rights’ and ‘justice’ could probably be found in all societies and cultures. They are moral concepts because they are concerned with moral ideals; with how things should be rather than describing how things are. However, the notion of rights now has a prominence in political debate in a way it has not had in other times and places. In the political thought of the ancient world, for example, a key question was how individuals could best contrib
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