The Sustainable Desk最新文献

{"title":"Green Persona vs Reality","authors":"Research Tscion, A. Elkhan","doi":"10.58525/tsd.v1i1.19","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.19","url":null,"abstract":"The perception of being \"Green\" has become an awarded and coveted marketing title used to detail brands and operational concerns that improve the manufacturer's environmental impact and consumer awareness. Detailing ecological responsibility has been a marketing tool to show the consumer how industrialized entities understand the public's growing concerns for production safety and policy development regarding ecological sustainability. Although green declarations create an impression of environmental responsibility, is the Green Persona, presented through marketing to consumers and communities, genuinely aligned with a Green Reality, based on regulated and reviewed assessments of a product, service, or need meets environmental certifications meant to ensure consumer and community safety?\u0000Current Green Standards\u0000The current oversight of environmental claims for United States entities is by the Federal Trade Commission's Green Guides (Green Guides, 2012). \u0000FTC Green Guides, gradually developed between 1988-1992, were updated in 2012 and are currently under review for public comments (Green Guides, 2023). require entities with green marketing claims to assure the public that all green claims are valid. The FTC Green Guide statement advises marketers to have \"competent and reliable scientific evidence\" to substantiate environmental marketing claims adequately. At this write-up, the FTC is undergoing a 2023 review of its current green guides based on Federal Register comments for the current method for using Environmental Marketing Claims (FTC, 2023). The agency is reconsidering rulemaking that expands to implement substantial civil penalties for violations that do not meet the new FTC sustainability and green claims under review. \u0000Between 1969-1978 Federal agency's Environmental Impact Standards were developed and regulated by the President of the United State's Council on Environmental Quality (CEQ) to meet National Environmental Policy Act (NEPA) requirements (E. P. A.,2022). What is the National Environmental Policy Act? EPA. Retrieved March 10, 2023, from https://www.epa.gov/nepa/what-national-environmental-policy-act). NEPA promotes the enhancement of the environment and is currently followed by 20 states that provide assessments with federal entities to ensure all projects meet Environmental Impact requirements through a series of evaluations. NEPA recently began the early stages of changes to a 40-year policy that allows the US to revisit advanced federal environmental impact needs. While The NEPA changes show the US is genuinely interested in improving EIS requirements at national and federal levels, until the development of the Green Guides, there had yet to be any solid requirements for nongovernmental or private entities to adhere to the same environmental standards. Outside of the FTC's Green Guides, concerns about public policy changes for private corporations always trigger political pushback and the emergence of personal responsibility","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126377331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Climate Dysmorphia Series","authors":"Research Tscion, A. Elkhan","doi":"10.58525/tsd.v1i1.20","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.20","url":null,"abstract":"Climate Dysmorphia is a basis that identifies human environmental solutions for natural ecosystems that result in systemic problems negatively impacting environmental continuity. While much of identifying environmental impact focuses on Climate Change, the significance of examining what determines Climate Dysmorphia investigates the prevention of natural climate corrections through human practices meant to improve ecological sustainability. Climate Dysmorphia can also result from climate distortion, misstating climate data to create a reviewed narrative for implementing climate policy based on ideology(Hager, 2010), exaggerating ecological investigations to validate commercial and financial support for more extraordinary sustainability claims (Kolinjivadi, 2022). \u0000 \u0000Introduction\u0000Climate Dysmorphia is based on the medical term Body Dysmorphia, defined as a mental illness involving obsessive focus on a perceived flaw in appearance. The flaw may be minor or imagined. However, the person may spend hours a day trying to fix it (Bjornsson, Didie, et al., 2010). Climate Dysmorphia identifies the obsession with creating a solution that supersedes the earth's natural ability to resolve ecological imbalances. The earth undergoes evolving ecological adjustments resulting from climate change (Mahajan et al., 2020). However, the dismissal of earth's natural ability to resolve ecological disruptions becomes nullified by industrial and communal adjustments presented as green solutions. Ultimately, Climate Dysmorphia is resolvable if society better understands the earth's complexity and ever-changing, natural ability to adjust.\u0000 \u0000Discussion\u0000During the publishing of climate change research in the 19th Century (Thompson, 2019), much carbon usage during the industrial age showed signs of alterations in air quality and production pollution's effect on the earth. Researchers would take over 100 years to consider non-peer-reviewed, poorly documented discoveries by indigenous, urban, and rural communities' complaints of non-carbon-related ecological disasters caused by climate change policy decisions, initially developed to more sustainable ecosystems (Brigham, Do Vale et al., 2021). This awareness, paired with environmental activism presented to the public, allows societies to be more aware of how they contribute to climate disruption and how companies and state legislatures are responsible for ensuring public safety during infrastructure development and improvements. The problem, climate activism, became an ideological fight of cultural priority versus resolutions to resolve environmental issues that inherently affect more than racial, political, and sustainable needs (Nowshin, 2020).\u0000 \u0000Conclusion\u0000The Climate Distortion Series reviews future research that involves the impact of water dams, adverse effects on ecological systems, debated methods of environmental justice and if those decisions help or hinder equitable results, review of environmental differences with la","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127171097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tscion Research Environmental Education, Enrichments, and Stewardship (TREEES)","authors":"Tscion Research, Margaretann Connell, Ph.D.","doi":"10.58525/tsd.v1i1.9","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.9","url":null,"abstract":"Tscion Research, Environmental Education, Enrichments, and Stewardship (TREEES) is a framework designed to improve environmental education (EE) and EE literacy for student learning and teacher curricular development. TREEES curriculum is determined by the Literacy of Environmental Education Assessment Framework (LEEAF, 2020). LEEAF (Connell, 2019) is an EE assessment that reviews school and classroom EE alignment with North American Association for Environmental Education (NAAEE, 2010) standards. TREEES - Research requires EE alignment determined by pre and post-LEEAF assessments. LEEAF assessments are defined by EE alignment. TREEES - Environmental Education allows participants to improve EE Literacy by providing lessons that detail Environmental Social Awareness, learning the process of scientific innovation, and introducing participants to EE-based career interests. TREEES - Enrichment participation include science-themed labs and field trips. TREEES - Stewardship participation involves community organizations and a supporting research institution that provides agricultural training, sustainability presentations, and nature study.\u0000Introduction\u0000Tscion Research, Environmental Education, Enrichments, and Stewardship (TREEES) is a framework designed to improve environmental education (EE) and EE literacy for student learning and teacher curricular development. TREEES curriculum is determined by the Literacy of Environmental Education Assessment Framework (LEEAF, 2020). LEEAF (Connell, 2019) is an EE assessment that reviews school and classroom EE alignment with North American Association for Environmental Education (NAAEE, 2010) standards. \u0000Methods\u0000TREEES - Research requires EE alignment determined by pre-and post-LEEAF assessments (Figure 1). LEEAF assessments are defined by EE alignment. Fully-Aligned, allowing an expansion of the current EE Curriculum; Partially-Aligned, reviewing a solid science curriculum that can support an implemented EE Curriculum; Not-Aligned, improving the current science Curriculum to prepare for an EE implementation. EE classifications are then applied to determine the proper percentage of learning activities based on science curricular deficiencies and strengths. TREEES' overall project success is evaluated with survey results collected from teachers and selects activity providers for 11 months. Successful research data assesses the TREEES feasibility of EE-themed lessons and an understanding of what culturally relevant curricular adjustments are required to improve EE alignment. \u0000TREEES - Environmental Education allows participants to improve EE Literacy (Figure 2) by providing lessons that detail Environmental Social Awareness, learning the process of scientific innovation, and introducing participants to EE-based career interests. Improvement in EE Literacy increases EE Social Awareness. Participating in EE-based lessons allows students and teachers to provide the feedback necessary for culturally relevant learning","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117140640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coming Electric Vehicle Era","authors":"Tscion Research, A. Elkhan","doi":"10.58525/tsd.v1i1.10","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.10","url":null,"abstract":"The urgency of sustainable, energy-efficient transportation has become extremely important as the US 1 and Global 2 energy sectors review their 2035-2040 phase-out of fossil fuel use. Top Global vehicle manufacturers have released a timeline to limit production for diesel and petrol-based three vehicles as early as 2024 4. The 2022 United States fuel costs increase reignited consumer interest in electric and hybrid transportation 5. Still, consumers are met with a limited understanding of the environmental impact expected with the fuel transition to electric transportation changes. CURRENTLY, the US has 275 million registered gas vehicles; 1.5 million electric vehicles 6. This means nearly 300 million electric automobiles will soon be introduced into the US Energy infrastructure within the next decade. Currently, the EPA approves two charging systems for residential EV charging options 7, SAE Electric Vehicle Conductive Charge Coupler (SAE J1772) Level 1, charging up to 120VAC, and Level 2, charging up to 240VAC. Level 3 direct-current (DC) Fast Charging, primarily provided by commercial providers, requires 480VAC and is not recommended for residential use due to its high energy costs 8. EPA regions in the United States experience increased electrical grid disturbances such as climate emergencies, seasonal infrastructure grid spikes, and commercial usage. The inevitable increase in EV charging raises concerns about current US federal and state policies based on the specific environmental impact of each US EPA region to support the eGrid subregion 9 preparations for expanding energy needs of an increased electric vehicle supply.\u0000Introduction\u0000By 2030, the electric vehicle will become a part of our daily necessities and social needs. The implementation of EVs can introduce similar culture-shifting changes seen with the expanded smartphone use in the 2000s or create many concerns that arose with social media in the late 2010s. Should EVs dramatically affect transportation patterns, environmental impact, energy needs, and economic changes? Can society understand the responsibility for equipment that can have profound implications if not understood? \u0000While we can assume these changes can create a greener outlook for vehicle emissions until we see the effects of gas-to-electric transitions, EVs' actual impact on our social patterns can verge on speculation. This review identifies the manufacturing impact, maintenance, and charging needs; as the economic and social equity factors for those who may lack the resources to maintain an electric vehicle responsibly. Furthermore, lastly, does the expansion of EV innovation inspire other technological and social improvements for inventors? Will this lead to re-engineering other appliances and equipment with the potential of a greener result?\u0000With the implementation of EVs, regulation must consider all aspects of accessibility to review if it improves or hinders social improvement. The maintenance of these vehicl","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125383759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Environmental Policy Act (NEPA), Timeline","authors":"Tscion Research","doi":"10.58525/tsd.v1i1.7","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.7","url":null,"abstract":"Launched in 1969, the Council for Environmental Quality (CEQ), created by the National Environmental Policy Act (NEPA), advises the President of the United States to develop policies on climate change, environmental justice, federal sustainability, public lands, oceans, and wildlife conservation, among other areas. In 1970 NEPA was signed into law.  20 states partipcate in NEPA regulation.  1970 California Environmental Policy Act (CEQA): NEPA-CEQA Handbook; 1970 Puerto Rico Environmental Public Policy Act (EPPA); 1971 Montana Environmental Policy Act (MEPA); 1971 Washington State Environmental Policy Act (SEPA); 1972 Connecticut Environmental Policy Act (CEPA); 1972 Indiana Environmental Policy Act (IEPA); 1972 Wisconsin Environmental Policy Act (WEPA); 1973 Maryland Environmental Policy Act (MEPA); 1973 Minnesota Environmental Policy Act (MEPA); 1973 Virginia Environmental Impact Report Procedure (VAEIR); 1974 South Dakota Environmental Policy Act (SDEPA); 1975 New York City Environmental Quality Review (CEQR); 1977 Massachusetts Environmental Policy Act (MEPA); 1978 New York State Environmental Quality Review Act (SEQRA); 1978 Hawaii Environmental Policy Act (HEPA); 1980 Tahoe Regional Planning Compact (TRPC) - Developed with California; 1989 District of Columbia Environmental Policy Act of 1989 (DCEPA); 1989 New Jersey Executive Order 215 (EO 215); 1991 Georgia Environmental Policy Act (GEPA); 2015 North Carolina State Environmental Policy Act (SEPA).","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"417 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117316232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literacy of Environmental Education Assessment Framework (LEEAF)","authors":"Margaretann Connell, Ph.D.","doi":"10.58525/tsd.v1i1.5","DOIUrl":"https://doi.org/10.58525/tsd.v1i1.5","url":null,"abstract":"The Literacy of Environmental Education Assessment Framework (LEEAF) is a pre and post-assessment survey to evaluate the current Environmental Education (EE) curriculum and learn how it supports the Science / Environmental Education Curricular Standards (Connell, 2019). LEEAF provides a systematic approach to aligning the existing and self-adopted EE science standards based on NAAEE (2010), GCDEE (1980), and Tbilisi (1978). The three categories: Fully Aligned - EE curricula and science professional development questions (100% - 70%); Partially Aligned - science curricula and professional development questions that also discuss the possible implementation of the EE curriculum (69% - 30%); Not Aligned - questions, discussing the current science curricula and which areas are successful and the other regions in which improvement requires an implementation of an EE curriculum (29% - 0%). LEEAF is a two-year assessment comprising four assessments submitted to school educators, administrators, students, and community stakeholders to determine EE alignment. LEEAF works per Tscion Research Environmental Education, Enrichment & Stewardship (TREEES). TREEES is an environmental education framework that provides activities that improve EE literacy for students, teachers, and community efforts. The LEEAF assessment allows TREEES to determine EE alignment and apply the appropriate percentage of activities based on science curricular deficiencies and strengths. During the evaluation, public and private school data are analyzed through qualitative and content analysis to assess the pedagogical content knowledge (PCK, Schulman, 1987) of the school or institution, to check for curricular’ understanding or misunderstandings, and teachers’ reflection on their teaching( Tan, Yap & Wan, 2002).\u0000Introduction\u0000The Literacy of Environmental Education Assessment Framework (LEEAF) is a pre-assessment portion of a two-part survey administered to the X school district. This survey aims to evaluate the current culture and climate of the X school district and how it supports the Science / Environmental Education Curricular Standards. This survey would be administered districtwide to a total of X schools. Participants of this survey would include X Teachers, grade levels:  K-12, and School & District Administrators. This data of X schools would be assessed to determine the proper alignment category and development of the LEEAF Post-Assessment surveys. \u0000The three categories are:\u0000\u0000Fully Aligned, direct Environmental Education curricula and science professional development questions\u0000Partially Aligned, direct science curricula and professional development questions that also discuss the possible implementation of the Environmental Education curriculum. \u0000Not Aligned, direct questions discuss the current science curricula, which areas are successful, and other areas where improvement is needed to implement an Environmental Education curriculum.\u0000\u0000The first initial stages of assessment wo","PeriodicalId":109579,"journal":{"name":"The Sustainable Desk","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130250766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}