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Climate change is an urgent global issue, characterized by rising temperatures, melting glaciers, and extreme weather events. Writing a thesis on this topic requires a clear and concise statement that guides the reader through the significance, focus, and scope of your study. In this piece, we will explore various examples of good and bad thesis statements related to climate change to guide students in crafting compelling research proposals.

Good Examples

Focused Approach: “This thesis will analyze the impact of climate change on the intensity and frequency of hurricanes, using data from the last three decades.” Lack of Focus: “Climate change affects weather patterns.”

The good statement is specific, indicating a focus on hurricanes and providing a time frame. In contrast, the bad statement is too vague, covering a broad topic without any specific angle.

Clear Stance: “Implementing carbon taxes is an effective strategy for governments to incentivize companies to reduce greenhouse gas emissions.” Not So Clear: “Carbon taxes might be good for the environment.”

The good statement takes a clear position in favor of carbon taxes, while the bad statement is indecisive, not providing a clear standpoint.

Researchable and Measurable: “The thesis explores the correlation between the rise in global temperatures and the increase in the extinction rates of North American mammal species.” Dull: “Global warming is harmful to animals.”

The good statement is researchable and measurable, with clear variables and a focused geographic location, while the bad statement is generic and lacks specificity.

Bad Examples

Overly Broad: “Climate change is a global problem that needs to be addressed.”

This statement, while true, is overly broad and doesn’t propose a specific area of focus, making it inadequate for guiding a research study.

Lack of Clear Argument: “Climate change has some negative and positive effects.”

This statement doesn’t take a clear stance or highlight specific effects, making it weak and uninformative.

Unoriginal and Unengaging: “Climate change is real.”

While the statement is factual, it doesn’t present an original argument or engage the reader with a specific area of climate change research.

Crafting a compelling thesis statement on climate change is crucial for directing your research and presenting a clear, focused, and arguable position. A good thesis statement should be specific, take a clear stance, and be researchable and measurable. Avoid overly broad, unclear, unoriginal, or unengaging statements that do not provide clear direction or focus for your research. Utilizing the examples provided, students can navigate the intricate process of developing thesis statements that are not only academically rigorous but also intriguing and relevant to the pressing issue of climate change.

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Argumentative Essay Writing

Argumentative Essay About Climate Change

Make Your Case: A Guide to Writing an Argumentative Essay on Climate Change

Published on: Mar 2, 2023

Last updated on: Jan 31, 2024

What is an Argumentative Essay about Climate Change?

The main focus will be on trying to prove that global warming is caused by human activities. Your goal should be to convince your readers that human activity is causing climate change.

To achieve this, you will need to use a variety of research methods to collect data on the topic. You need to make an argument as to why climate change needs to be taken more seriously.

Argumentative Essay Outline about Climate Change

An argumentative essay about climate change requires a student to take an opinionated stance on the subject.

The outline of your paper should include the following sections:

Argumentative Essay About Climate Change Introduction

The first step is to introduce the topic and provide an overview of the main points you will cover in the essay.

This should include a brief description of what climate change is. Furthermore, it should include current research on how humans are contributing to global warming.

An example is:

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Thesis Statement For Climate Change Argumentative Essay

The thesis statement should be a clear and concise description of your opinion on the topic. It should be established early in the essay and reiterated throughout.

For example, an argumentative essay about climate change could have a thesis statement such as:

Climate Change Argumentative Essay Conclusion

The conclusion should restate your thesis statement and summarize the main points of the essay.

It should also provide a call to action, encouraging readers to take steps toward addressing climate change.

For example,

How To Write An Argumentative Essay On Climate Change

Writing an argumentative essay about climate change requires a student to take an opinionated stance on the subject.

Following are the steps to follow for writing an argumentative essay about climate change

Do Your Research

The first step is researching the topic and collecting evidence to back up your argument.

You should look at scientific research, articles, and data on climate change as well as current policy solutions.

Pick A Catchy Title

Once you have gathered your evidence, it is time to pick a title for your essay. It should be specific and concise.

Outline Your Essay

After selecting a title, create an outline of the main points you will include in the essay.

This should include an introduction, body paragraphs that provide evidence for your argument, and a conclusion.

Compose Your Essay

Finally, begin writing your essay. Start with an introduction that provides a brief overview of the main points you will cover and includes your thesis statement.

Then move on to the body paragraphs, providing evidence to back up your argument.

Finally, conclude the essay by restating your thesis statement and summarizing the main points.

Proofread and Revise

Once you have finished writing the essay, it is important to proofread and revise your work.

Check for any spelling or grammatical errors, and make sure the argument is clear and logical.

Finally, consider having someone else read over the essay for a fresh perspective.

By following these steps, you can create an effective argumentative essay on climate change. Good luck!

Examples Of Argumentative Essays About Climate Change

Climate Change is real and happening right now. It is one of the most urgent environmental issues that we face today.

Argumentative essays about this topic can help raise awareness that we need to protect our planet.

Below you will find some examples of argumentative essays on climate change written by CollegeEssay.orgâs expert essay writers.

Argumentative Essay About Climate Change And Global Warming

Persuasive Essay About Climate Change

Argumentative Essay About Climate Change In The Philippines

Argumentative Essay About Climate Change Caused By Humans

Geography Argumentative Essay About Climate Change

Check our extensive blog on argumentative essay examples to ace your next essay!

Good Argumentative Essay Topics About Climate Change

Choosing a great topic is essential to help your readers understand and engage with the issue.

Here are some suggestions:

Should governments fund projects that will reduce the effects of climate change?
Is it too late to stop global warming and climate change?
Are international treaties effective in reducing carbon dioxide emissions?
What are the economic implications of climate change?
Should renewable energy be mandated as a priority over traditional fossil fuels?
How can individuals help reduce their carbon footprint and fight climate change?
Are regulations on industry enough to reduce global warming and climate change?
Could geoengineering be used to mitigate climate change?
What are the social and political effects of global warming and climate change?
Should companies be held accountable for their contribution to climate change?

Check our comprehensive blog on argumentative essay topics to get more topic ideas!

We hope these topics and resources help you write a great argumentative essay about climate change.

Now that you know how to write an argumentative essay about climate change, itâs time to put your skills to the test.

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Frequently Asked Questions

What is a good introduction to climate change.

An introduction to a climate change essay can include a short description of why the topic is important and/or relevant.

It can also provide an overview of what will be discussed in the body of the essay.

The introduction should conclude with a clear, focused thesis statement that outlines the main argument in your essay.

What is a good thesis statement for climate change?

A good thesis statement for a climate change essay should state the main point or argument you will make in your essay.

You could argue that “The science behind climate change is irrefutable and must be addressed by governments, businesses, and individuals.”

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The Center for Global Studies

Climate change argumentation.

Carmen Vanderhoof, Curriculum and Instruction, College of Education, Penn State

Carmen Vanderhoof is a doctoral candidate in Science Education at Penn State. Her research employs multimodal discourse analysis of elementary students engaged in a collaborative engineering design challenge in order to examine students’ decision-making practices. Prior to resuming graduate studies, she was a secondary science teacher and conducted molecular biology research.

Subject(s): Earth Science
Topic: Climate Change and Sustainability
Grade/Level: 9-12 (can be adapted to grades 6-8)
Objectives: Students will be able to write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their argument and then respond to other arguments.
Suggested Time Allotment: 4-5 hours (extra time for extension)

This lesson is derived from Dr. Peter Buckland’s sustainability presentation for the Center for Global Studies . Dr. Peter Buckland, a Penn State alumnus, is a postdoctoral fellow for the Sustainability Institute. He has drawn together many resources for teaching about climate change, sustainability, and other environmental issues.

While there are many resources for teaching about climate change and sustainability, it may be tough to figure out where to start. There are massive amounts of data available to the general public and students need help searching for good sources of evidence. Prior to launching into a search, it would be worthwhile figuring out what the students already know about climate change, where they learned it, and how they feel about efforts to reduce our carbon footprint. There are many options for eliciting prior knowledge, including taking online quizzes, whole-class discussion, or drawing concept maps. For this initial step, it is important that students feel comfortable to share, without engaging in disagreements. The main idea is to increase students’ understanding about global warming, rather than focus on the potential controversial nature of this topic.

A major goal of this unit is to engage students in co-constructing evidence-based explanations through individual writing, sharing, re-writing, group discussion, and whole group reflection. The argumentation format presented here contains claims supported by evidence and reasoning (Claims Evidence Reasoning – CER). Argumentation in this sense is different from how the word “argument” is used in everyday language. Argumentation is a collaborative process towards an end goal, rather than a competition to win (Duschl & Osborne, 2002). Scientific argumentation is the process of negotiating and communicating findings through a series of claims supported by evidence from various sources along with a rationale or reasoning linking the claim with the evidence. For students, making the link between claim and evidence can be the most difficult part of the process.

Where does the evidence come from?

Evidence and data are often used synonymously, but there is a difference. Evidence is “the representation of data in a form that undergirds an argument that works to answer the original question” (Hand et al., 2009, p. 129). This explains why even though scientists may use the same data to draw explanations from, the final product may take different forms depending on which parts of the data were used and how. For example, in a court case experts from opposing sides may use the same data to persuade the jury to reach different conclusions. Another way to explain this distinction to students is “the story built from the data that leads to a claim is the evidence” (Hand et al., 2009, p. 129). Evidence can come from many sources – results from controlled experiments, measurements, books, articles, websites, personal observations, etc. It is important to discuss with students the issue of the source’s reliability and accuracy. When using data freely available online, ask yourself: Who conducted the study? Who funded the research? Where was it published or presented?

What is a claim and how do I find it?

A scientific claim is a statement that answers a question or an inference based on information, rather than just personal opinion.

How can I connect the claim(s) with the evidence?

That’s where the justification or reasoning comes in. This portion of the argument explains why the evidence is relevant to the claim or how the evidence supports the claim.

Implementation

Learning context and connecting to state standards.

This interdisciplinary unit can be used in an earth science class or adapted to environmental science, chemistry, or physics. The key to adapting the lesson is guiding students to sources of data that fit the discipline they are studying.

For earth science , students can explain the difference between climate and weather, describe the factors associated with global climate change, and explore a variety of data sources to draw their evidence from. Pennsylvania Academic Standards for earth and space science (secondary): 3.3.12.A1, 3.3.12.A6, 3.3.10.A7.

For environmental science , students can analyze the costs and benefits of pollution control measures. Pennsylvania Academic Standards for Environment and Ecology (secondary): 4.5.12.C.

For chemistry and physics , students can explain the function of greenhouse gases, construct a model of the greenhouse effect, and model energy flow through the atmosphere. Pennsylvania Academic Standards for Physical Sciences (secondary): 3.2.10.B6.

New Generation Science Standards (NGSS) Connections

Human impacts and global climate change are directly addressed in the NGSS. Disciplinary Core Ideas (DCI): HS-ESS3-3, HS-ESS3-4, HS-ESS3-5, HS-ESS3-6.

Lesson 1: Introduction to climate change

What are greenhouse gases and the greenhouse effect? (sample answer: greenhouse gases like carbon dioxide and methane contribute to overall heating of the atmosphere; these gases trap heat just like the glass in a greenhouse or in a car)
What is the difference between weather and climate? (sample answer: weather is the daily temperature and precipitation measurements, while climate is a much longer pattern over multiple years)

Drawing of the greenhouse effect – as individuals or in pairs, have students look up the greenhouse effect and draw a diagram to represent it; share out with the class

Optional: figure out students’ beliefs about global warming using the Yale Six Americas Survey (students answer a series of questions and at the end they are given one of the following categories: alarmed, concerned, cautious, disengaged, doubtful, dismissive).

Lesson 2: Searching for and evaluating evidence

Compare different data sources and assess their credibility
Temperature
Precipitation
Storm surge
Ask the students to think about what types of claims they can make about climate change using the data they found (Sample claims: human activity is causing global warming or sea-level rise in the next fifty years will affect coastal cities like Amsterdam, Hong Kong, or New Orleans).

Lesson 3: Writing an argument using evidence

Claim – an inference or a statement that answers a question
Evidence – an outside source of information that supports the claim, often drawn from selected data
Reasoning – the justification/support for the claim; what connects the evidence with the claim
Extending arguments – have students exchange papers and notice the strengths of the other arguments they are reading (can do multiple cycles of reading); ask students to go back to their original argument and expand it with more evidence and/or more justification for why the evidence supports the claim
Anticipate Rebuttals – ask students to think and write about any weaknesses in their own argument

Lesson 4: Argumentation discussion

rebuttal – challenges a component of someone’s argument – for example, a challenge to the evidence used in the original argument
counterargument – a whole new argument that challenges the original argument
respect group members and their ideas
wait for group members to finish their turns before speaking
be mindful of your own contributions to the discussion (try not to take over the whole discussion so others can contribute too; conversely, if you didn’t already talk, find a way to bring in a new argument, expand on an existing argument, or challenge another argument)
Debate/discussion – In table groups have students share their arguments and practice rebuttals and counterarguments
Whole-group reflection – ask students to share key points from their discussion

Lesson 5: Argumentation in action case study

Mumbai, india case study.

Rishi is a thirteen year old boy who attends the Gayak Rafi Nagar Urdu Municipal school in Mumbai. There is a massive landfill called Deonar right across from his school. Every day 4,000 tons of waste are piled on top of the existing garbage spanning 132 hectares (roughly half a square mile). Rishi ventures out to the landfill after school to look for materials that he can later trade for a little bit of extra money to help his family. He feels lucky that he gets to go to school during the day; others are not so lucky. One of his friends, Aamir, had to stop going to school and work full time after his dad got injured. They often meet to chat while they dig through the garbage with sticks. Occasionally, they find books in okay shape, which aren’t worth anything in trade, but to them they are valuable.

One day Rishi was out to the market with his mom and saw the sky darken with a heavy smoke that blocked out the sun. They both hurried home and found out there was a state of emergency and the schools closed for two days. It took many days to put out the fire at Deonar. He heard his dad say that the fire was so bad that it could be seen from space. He wonders what it would be like to see Mumbai from up there. Some days he wishes the government would close down Deonar and clean it up. Other days he wonders what would happen to all the people that depend on it to live if the city shuts down Deonar.

Mumbai is one of the coastal cities that are considered vulnerable with increasing global temperature and sea level rise. The urban poor are most affected by climate change. Their shelter could be wiped out by a tropical storm and rebuilding would be very difficult.

Write a letter to a public official who may be able to influence policy in Mumbai.

What would you recommend they do? Should they close Deonar? What can they do to reduce air pollution in the city and prepare for possible storms? Remember to use evidence in your argument.

If students want to read the articles that inspired the case study direct them to: http://unhabitat.org/urban-themes/climate-change/

http://www.bloomberg.com/slideshow/2012-07-06/top-20-cities-with-billions-at-risk-from-climate-change.html#slide16

http://www.bloomberg.com/news/articles/2015-07-26/smelly-dumps-drive-away-affordable-homes-in-land-starved-mumbai

http://www.cnn.com/2016/02/05/asia/mumbai-giant-garbage-dump-fire/

Resources:

Lines of Evidence video from the National Academies of Sciences, Engineering, and Medicine http://nas-sites.org/americasclimatechoices/videos-multimedia/climate-change-lines-of-evidence-videos/
Climate Literacy and Energy Awareness Network (CLEAN)
Climate maps from the National Oceanic and Atmospheric Administration
Sources of data from NASA
Explore the original source of the Proceedings of the National Academies of Sciences (PNAS) study

Differentiated Instruction

For visual learners – use diagrams, encourage students to map out their arguments prior to writing them
For auditory learners – use the lines of evidence video
For ESL students – provide them with a variety of greenhouse gases diagrams, allow for a more flexible argument format and focus on general meaning-making – ex. using arrows to connect their sources of evidence to claims
For advanced learners – ask them to search through larger data sets and make comparisons between data from different sources; they can also research environmental policies and why they stalled out in congress
For learners that need more support – print out excerpts from articles; pinpoint the main ideas to help with the research; help students connect their evidence with their claims; consider allowing students to work in pairs to accomplish the writing task

Argument write-up – check that students’ arguments contain claims supported by evidence and reasoning and that they thought about possible weaknesses in their own arguments.

Case study letter – check that students included evidence in their letter.

References:

Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.

Hand, B. et al. (2009) Negotiating Science: The Critical Role of Argumentation in Student Inquiry. Portsmouth, NH: Heinemann.

McNeill, K. L., & Krajcik, J. (2012). Claim, evidence and reasoning: Supporting grade 5 – 8 students in constructing scientiﬁc explanations. New York, NY: Pearson Allyn & Bacon.

Sawyer, R. K. (Ed.). (2014). The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.

https://www3.epa.gov/climatechange/kids/basics/today/greenhouse-gases.html

http://unhabitat.org/urban-themes/climate-change/

Climate Change

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Across UBC, faculty and students contribute to research on climate change. See below for recent theses on a few select topics, and search cIRcle , UBC's open access repository, for publications, theses/dissertation, and presentations to find more.

RSS feed searching the UBC Theses and Dissertations Collection for: "Global warming" OR "Climate change" OR "Greenhouse gas" OR "Renewable energy":

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Thesis Topics

The dissertation projects of the DK (in the first phase from 2014 to 2018) contribute to finding answers to three questions:

How do we understand and deal with climate change uncertainties in the natural and social sciences as well as from the perspective of normative theories?
What are critical thresholds of environmental, social and economic systems considering their vulnerability and how are these thresholds related to the normative threshold of sufficiency, that is, the threshold of well-being below which persons’ basic rights are infringed or violated?
What are scientifically sound, technologically and institutionally feasible, economically efficient, and ethically defensible and sustainable strategies to cope with climate change, particularly taking into account the problems of implementation in an environment characterized by uncertainties and thresholds?

Phd projects dealing with research question 1

Phd projects dealing with research question 2, phd projects dealing with research question 3.

Coordinators
Doctoral students
Doctoral students (current)
Project abstracts
Poster: DK Topics
Research Stays
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Summer School "Coping with Climate Change"
Winter School "Climate Change Thresholds"
World Symposium "Climate Change Communication"
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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

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Global Warming Thesis Statement Topics & Guide On How To Write

Global warming has increased globally over the last six years. With the melting of the ice rocks at the arctic and Antarctic poles, there is a need to worry. The frequent fires at the Amazon forest have also been witnessed in recent years. It is therefore impossible to miss a global warming thesis in light of all these developments.

What Is Global Warming?

It is a phenomenon of climate change characterized by a general increase in the earth’s average temperatures. These developments modify weather balances and ecosystems for a long time. Global warming continues to be the greatest challenge of the 21st century with the industrial and technological innovations taking place.

The impacts of global warming are adverse, and that is why it is a global pandemic.

How To Write a Thesis About Global Warming

A paper on global warming can be said to be one of the cheapest to write. The backing for this statement is the extensive research in this area. However, some students still have difficulties writing a climate change thesis.

So, what is a thesis statement for global warming?

It is found in the introduction section of the essay or research paper. A research paper has three parts:

Introduction

Therefore, the thesis statement on global warming falls in the first section, and it expresses the main idea of your paper or essay. An impressive thesis statement for global warming has to meet the criteria highlighted below:

It must be specific
It should summarize what you intend to cover in your paper
It should highlight the scope of your study

The global warming thesis statement research paper appears in the last line of your paper’s first paragraph.

What Constitutes A Strong Global Warming Thesis Statement?

When writing a thesis on climate change, interrogate the following questions:

Does it answer the question? – Helps you remain focused on the question Is my position on the topic debatable? – Are there opposing ideas to your thesis statement? Have I specified my stance well enough? – Does it address a specific issue? Does it pass the ‘so what’ question? – Ensure that it clarifies any penitent issue at hand Do I have enough evidence to back up my thesis statement? Does it answer the ‘how and why’ question?

Now that global warming is a large field with subsequent segments, ensure that you plan on what you specifically intend to cover beforehand. Your thesis statement will dictate the paper’s direction; therefore, make it as precise and manageable as possible.

Formula For Writing A Climate Change Thesis Statement

Most students prefer a template to have a good starting point for their thesis statement. Below are is a template you can use when thinking of writing a global warming thesis statement.

“Global warming is a leading cause of health-related problems.”

From the example above, you can note that we have mentioned the issue at hand (global warming) and the paper’s direction (health effects of global warming). Since global warming affects many spheres of life, it is necessary to narrow down one in your thesis statement.

A climate change thesis will require you to identify a specific area of implication, which you will tackle in the rest of your paper. Narrowing it down will help you major in one area and prevent you from wandering about in your paper.

Expert Tips For A Global Warming Thesis Statement

On top of considering the format of your thesis statement, there are other critical considerations for a thesis statement on global warming:

Position: It comes at the beginning of your essay paper. Its strategic position is in line with its purpose – to tell the reader what you will discuss.
Length: Depending on the number of arguments you will cover, a thesis statement can either be long or short. In most cases, a thesis statement is one sentence long that is concise. The number of words is approximately 30 to 40 words long.
Strength: Have an arguable statement for your thesis on climate change. It should not be apparent, or one that everyone agrees is true.

Below are global warming thesis statement ideas that you can find motivation from for your global warming thesis:

Global warming is adversely affecting marine life, especially in the polar regions
An analysis of climate change reveals one challenge facing Mother Nature: Depletion of natural resources
High temperatures typically characterize global warming
Global warming should be treated as a global pandemic to increase its awareness globally.
To eradicate global warming, experts have to adhere to strict scientific ethics and principles.

Identify the purpose of your paper first (to persuade, inform, or argue) and then make it evident in the thesis statement .

Let us explore some global warming topics for the research paper:

Global Warming Research Paper Topics

The role of UNEP is creating awareness and sensitization towards the adverse effects of global warming
How industrialization is slowly depleting the ozone layer
Increase in greenhouse gases: Are human activities the leading cause of the rising temperature levels?
How exploitation of forests is leading to climate change
The adverse effects of fossil fuels on climate change: A case study of gas, oil, and burning charcoal

Anti-Global Warming Thesis Topics

How fungicides and pesticides are affecting the safety and portability of water
The role of reliable waste management Programmes in reducing garbage levels
Why the use of explosives in mining should be prohibited: An analysis of cyanide and mercury effects.
Why stiffer penalties and fines should be imposed on offenders of climate change
The need to create a multi-agency body specifically for monitoring the global warming situation and providing recommendations

You can consider the topics above to write on or further your research on global warming as a world pandemic.

By the way, we not only provide good topics for your research paper. We provide professional thesis writing help for those seeking a paper from scratch. All you need to do is click the ‘write my thesis’ tab and get your fully furnished paper in no time!

Essays on Measuring Climate Change Damages and Adaptation

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Published: 10 May 2024

Talking about climate change and health

Nature Climate Change volume 14 , page 409 ( 2024 ) Cite this article

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Climate change
Environmental social sciences
Public health

The climate crisis is also an urgent and ongoing health crisis with diverse human impacts leading to physical, mental and cultural losses. Translating knowledge into action involves broad collaboration, which relies heavily on careful communication of a personal and politicized issue.

Against a backdrop of reported historical peaks in monthly temperatures, the past months have seen increasing visibility of the issue of climate change health, as several institutions have pushed awareness, research and action to limit the effects that warming has on human health. These include the inaugural Declaration on Climate and Health at COP28, the publication of the report Quantifying the Impact of Climate Change on Human Health 1 by the World Economic Forum, and a pledge of £23 million by the Wellcome Trust to support transdisciplinary research to protect human health from climate change.

In this issue of Nature Climate Change and an associated online Focus , we highlight research and other content at the climate–health intersection.

Across these works, a clear and familiar theme that arises is the world’s current lack of preparation to deal with the ongoing crisis. This is exemplified in an Analysis by Braithwaite and colleagues of the ability of healthcare systems to cope with climate change. In line with the World Economic Forum’s finding that climate impacts will cost healthcare systems a further US$1.1 trillion globally by 2050 (ref. 1 ), Braithwaite and colleagues highlight the need for multi-pronged plans to future-proof these at-risk systems. They also demonstrate the heavy bias of current research on acute disaster events and in the Global North.

The second conspicuous theme is that responding to the climate–health crisis will involve diverse actors. In a Viewpoint article, six researchers highlight key issues in their fields, which include mental health, labour, disease spread, maternal and neonatal health, air quality and nutrition, while advocating the need for collaboration across disciplines, sectors and geography. Echoing this need for collaboration, a Feature article by Yessenia Funes on the public drive to seek climate action through the courts focuses on the varied yet complementary roles the public, research scientists, healthcare professionals and lawyers have to play.

Thirdly, and critically linked to the previous points, is that improved communication is key for translating research into action. Part of this involves learning the languages of different fields or sectors: in a Q&A article, Maria Neira, director of the Department of Environment, Climate Change and Health at the World Health Organization (WHO), describes how understanding that the climate terms ‘adaptation’ and ‘mitigation’ corresponded to the terms ‘primary intervention’ and ‘secondary intervention’ in public health helped to align communication between the two fields. Another part also involves ensuring that language is used carefully to support positive action. Psychologist Elizabeth Marks (writing in the Viewpoint article) discusses the importance of identifying eco-anxiety without pathologizing it, while Neira discusses the impact of communicating a negative message (that is, climate change is harming human health) with or without actionable plans, underscoring the difference between problem solving and panic. Funes also highlights the important role of health practitioners, whose personal relationships with patients makes them ‘trusted messengers’ to discuss climate change health information. In line with this, the WHO has just released a new toolkit to support healthcare professionals to effectively communicate about climate change and health 2 . A Comment from Noa Heiman in this issue also discusses the best ways for therapists to support their clients who experience climate distress.

Overall, talking about climate change health is not just a question of slipping from the technical jargon of climate models to that of healthcare or legal systems. It is also about communicating with an increasingly engaged public on a deeply personal and politicized issue. Finding the right wording is therefore extremely important. But the personal part of health is also what makes discussing climate change from a health point of view such a powerful tool to move forward.

An ongoing global crisis lacking preparedness that requires multiple actors to move forward can leave a lot of room for debate. But as Neira suggests, if instead of talking only about reducing emissions or limiting the amount of degrees warming, we discuss the number of lives that can be saved, there is less room for discussion, and more room to translate words into action.

Quantifying the Impact of Climate Change on Human Health (World Economic Forum, 2024).

WHO launches new toolkit empowering health professionals to tackle climate change. WHO (22 March 2024); https://go.nature.com/3w1i7yO

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Climate change in fiction: the evolution and challenges of environmental apocalyptic literature.

Lauren Gode Follow

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This thesis examines the several aspects and variations of environmental apocalyptic literature, and its potential ability to mobilize action against the imminent threat of global climate change. It delves into the intersection between climate research and fiction, as well as the rhetorical techniques used in works such as The Death of Grass by John Christopher, The Drowned World by J.G. Ballard, Oryx and Crake by Margaret Atwood, and The Road by Cormac McCarthy, and covers the complementarity between climate fiction and works of non-fiction such as The Great Derangement by Amitav Ghosh. Finally, this thesis will assess the effectiveness of climate change fiction’s capacity to stress and address the immediacy of approaching climate calamities, as well as argue the importance of environmental apocalyptic literature in the effort to motivate readers towards action to prevent disasters caused by climate change.

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Gode, Lauren, "Climate Change in Fiction: The Evolution and Challenges of Environmental Apocalyptic Literature" (2021). CMC Senior Theses . 2583. https://scholarship.claremont.edu/cmc_theses/2583

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AN ACCUMULATION OF CATASTROPHE: A POLITICAL ECONOMY OF WILDFIRE IN THE WESTERN UNITED STATES Dockstader, Sue ( University of Oregon , 2024-03-25 ) This dissertation is an environmental sociological study of wildland fire in what is now the western United States. It examines wildfire management from roughly the 1900s to the present time employing a Marxist historical ...
Managing Life's Future: Species Essentialism and Evolutionary Normativity in Conservation Policy, Practice, and Imaginaries Maggiulli, Katrina ( University of Oregon , 2024-01-10 ) Folk essentialist and normative understandings of species are not only prevalent in popular layperson communities, but also end up undergirding United States conservation policy and practice due to the simplistic clarity ...
Unsettled Ecologies: Alienated Species, Indigenous Restoration, and U.S. Empire in a Time of Climate Chaos Fink, Lisa ( University of Oregon , 2024-01-10 ) This dissertation traces environmental thinking about invasive species from Western-colonial, diasporic settlers of color, and Indigenous perspectives within U.S. settler colonialism. Considering environmental discourses ...
Futuremaking in a Disaster Zone: Everyday Climate Change Adaptation amongst Quechua Women in the Peruvian Cordillera Blanca Moulton, Holly ( University of Oregon , 2024-01-10 ) Indigenous women in Peru are often labeled “triply vulnerable” to climate change due to race, gender, and economic marginalization. Despite Peru’s focus on gender, Indigeneity, and intersectionality in national adaptation ...
Land Acts: Land's Agency in American Literature, Law, and History from the Colonial Period to Removal Keeler, Kyle ( University of Oregon , 2024-01-10 ) This dissertation examines land’s agency and relationships to land in the places now known as the United States as these relationships appear in literature and law from early colonization to the removal period. Land Acts ...
PALEOTEMPERATURE, VEGETATION CHANGE, FIRE HISTORY, AND LAKE PRODUCTIVITY FOR THE LAST 14,500 YEARS AT GOLD LAKE, PACIFIC NORTHWEST, USA Baig, Jamila ( University of Oregon , 2024-01-09 ) The postglacial history of vegetation, wildfire, and climate in the Cascade Range (Oregon) is only partly understood. This study uses high-resolution analysis from a 13-meter, 14,500-year sediment core from Gold Lake to ...
On Western Juniper Climate Relations Reis, Schyler ( University of Oregon , 2022-10-26 ) Western juniper woodlands are highly sensitive to climate in terms of tree-ring growth, seedling establishment and range distribution. Understanding the dynamics of western juniper woodlands to changes in precipitation, ...
Stories We Tell, Stories We Eat: Mexican Foodways, Cultural Identity, and Ideological Struggle in Netflix’s Taco Chronicles Sanchez, Bela ( University of Oregon , 2022-10-26 ) Food is a biological necessity imbued with numerous social, cultural, and economic implications for identity production and everyday meaning-making. Food television is a unique medium for the meanings of food and foodways ...
Soil Nutrient Additions Shift Orthopteran Herbivory and Invertebrate Community Composition Altmire, Gabriella ( University of Oregon , 2022-10-26 ) Anthropogenic alterations to global pools of nitrogen and phosphorus are driving declines in plant diversity across grasslands. As such, concern over biodiversity loss has precipitated a host of studies investigating how ...
Multispecies Memoir: Self, Genre, and Species Justice in Contemporary Culture Otjen, Nathaniel ( University of Oregon , 2022-10-04 ) Liberal humanism articulates an individual, rational, autonomous, universal, and singularly human subject that possesses various rights and freedoms. Although the imagined subject at the heart of liberal humanist philosophy ...
Understanding How Changes in Disturbance Regimes and Long-Term Climate Shape Ecosystem and Landscape Structure and Function Wright, Jamie ( University of Oregon , 2022-10-04 ) Long-term and anthropic climatic change intersecting with disturbances alters ecosystem structure and function across spatiotemporal scales. Quantifying ecosystem responses can be convoluted, therefore utilizing multiproxy ...
Ikpíkyav (To Fix Again): Drawing From Karuk World Renewal To Contest Settler Discourses Of Vulnerability Vinyeta, Kirsten ( University of Oregon , 2022-10-04 ) The Klamath River Basin of Northern California has historically been replete with fire-adapted ecosystems and Indigenous communities. For the Karuk Tribe, fire has been an indispensable tool for both spiritual practice and ...
Grassland Restoration in Heterogeneous, Changing, and Human Dominated Systems Brambila, Alejandro ( University of Oregon , 2022-10-04 ) Ecological restoration is a powerful tool to promote biodiversity and ecosystem function. Understanding underlying system variability and directional change can help predict outcomes of restoration interventions. Spatial ...
Restoring What? And for Whom? Listening to Karuk Ecocultural Revitalization Practitioners and Uncovering Settler Logics in Ecological Restoration. Worl, Sara ( University of Oregon , 2022-05-10 ) What does it mean to restore a landscape degraded by settler colonialism? How might a well intentionedprocess like ecological restoration end up causing harm from underlying settler colonial logics? This thesis explores ...
Instigating Communities of Solidarity: An Exploration of Participatory, Informal, Temporary Urbanisms Meier, Briana ( University of Oregon , 2021-11-23 ) This dissertationexamines the potential for participatory, informal urbanisms to buildcollaborative relations across ontological, cultural, and political difference. This research contributes to thefield of urban, environmental ...
The Holy Oak School of Art and Ecology: A Proposal for Arts-Based Environmental Education Programming Best, Krysta ( University of Oregon , 2021-11-23 ) The following is a proposal for arts-based environmental education programming in elementary schools, after-school programs, and day-camp programs, entitled the Holy School of Art and Ecology. Ecophenomenological, arts-based ...
Settler Colonial Listening and the Silence of Wilderness in the Boundary Waters Canoe Area Hilgren, Bailey ( University of Oregon , 2021-11-23 ) The Boundary Waters Canoe Area soundscape in northern Minnesota has a long and contested history but is most often characterized today as a pristine and distinctly silent wilderness. This thesis traces the construction and ...
Species Dynamics and Restoration in Rare Serpentine Grasslands under Global Change Hernandez, Eliza ( University of Oregon , 2021-11-23 ) Conserving rare serpentine grasslands is a challenge with ongoing nitrogen deposition. Nutrient-poor patches are fertilized by nitrogen-rich smog and exotic grasses can rapidly spread. Water resources are also being altered ...
Place-making and Place-taking: An Analysis of Green Gentrification in Atlanta Georgia Okotie-Oyekan, Aimée ( University of Oregon , 2021-11-23 ) Despite the benefits of urban greenspace, Atlanta’s Westside Park is causing gentrification and displacement pressures in Grove Park, a low-income African-American community in northwest Atlanta, Georgia. This study used ...
Prairie Plant Responses to Climate Change in the Pacific Northwest Reed, Paul ( University of Oregon , 2021-09-13 ) Understanding how plants respond to climate change is of paramount importance since their responses can affect ecosystem functions and patterns of biodiversity. At the population level, climate change may alter phenology ...

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Climate Change: Evidence and Causes: Update 2020 (2020)

Chapter: conclusion, c onclusion.

This document explains that there are well-understood physical mechanisms by which changes in the amounts of greenhouse gases cause climate changes. It discusses the evidence that the concentrations of these gases in the atmosphere have increased and are still increasing rapidly, that climate change is occurring, and that most of the recent change is almost certainly due to emissions of greenhouse gases caused by human activities. Further climate change is inevitable; if emissions of greenhouse gases continue unabated, future changes will substantially exceed those that have occurred so far. There remains a range of estimates of the magnitude and regional expression of future change, but increases in the extremes of climate that can adversely affect natural ecosystems and human activities and infrastructure are expected.

Citizens and governments can choose among several options (or a mixture of those options) in response to this information: they can change their pattern of energy production and usage in order to limit emissions of greenhouse gases and hence the magnitude of climate changes; they can wait for changes to occur and accept the losses, damage, and suffering that arise; they can adapt to actual and expected changes as much as possible; or they can seek as yet unproven “geoengineering” solutions to counteract some of the climate changes that would otherwise occur. Each of these options has risks, attractions and costs, and what is actually done may be a mixture of these different options. Different nations and communities will vary in their vulnerability and their capacity to adapt. There is an important debate to be had about choices among these options, to decide what is best for each group or nation, and most importantly for the global population as a whole. The options have to be discussed at a global scale because in many cases those communities that are most vulnerable control few of the emissions, either past or future. Our description of the science of climate change, with both its facts and its uncertainties, is offered as a basis to inform that policy debate.

A CKNOWLEDGEMENTS

The following individuals served as the primary writing team for the 2014 and 2020 editions of this document:

Eric Wolff FRS, (UK lead), University of Cambridge
Inez Fung (NAS, US lead), University of California, Berkeley
Brian Hoskins FRS, Grantham Institute for Climate Change
John F.B. Mitchell FRS, UK Met Office
Tim Palmer FRS, University of Oxford
Benjamin Santer (NAS), Lawrence Livermore National Laboratory
John Shepherd FRS, University of Southampton
Keith Shine FRS, University of Reading.
Susan Solomon (NAS), Massachusetts Institute of Technology
Kevin Trenberth, National Center for Atmospheric Research
John Walsh, University of Alaska, Fairbanks
Don Wuebbles, University of Illinois

Staff support for the 2020 revision was provided by Richard Walker, Amanda Purcell, Nancy Huddleston, and Michael Hudson. We offer special thanks to Rebecca Lindsey and NOAA Climate.gov for providing data and figure updates.

The following individuals served as reviewers of the 2014 document in accordance with procedures approved by the Royal Society and the National Academy of Sciences:

Richard Alley (NAS), Department of Geosciences, Pennsylvania State University
Alec Broers FRS, Former President of the Royal Academy of Engineering
Harry Elderfield FRS, Department of Earth Sciences, University of Cambridge
Joanna Haigh FRS, Professor of Atmospheric Physics, Imperial College London
Isaac Held (NAS), NOAA Geophysical Fluid Dynamics Laboratory
John Kutzbach (NAS), Center for Climatic Research, University of Wisconsin
Jerry Meehl, Senior Scientist, National Center for Atmospheric Research
John Pendry FRS, Imperial College London
John Pyle FRS, Department of Chemistry, University of Cambridge
Gavin Schmidt, NASA Goddard Space Flight Center
Emily Shuckburgh, British Antarctic Survey
Gabrielle Walker, Journalist
Andrew Watson FRS, University of East Anglia

The Support for the 2014 Edition was provided by NAS Endowment Funds. We offer sincere thanks to the Ralph J. and Carol M. Cicerone Endowment for NAS Missions for supporting the production of this 2020 Edition.

F OR FURTHER READING

For more detailed discussion of the topics addressed in this document (including references to the underlying original research), see:

Intergovernmental Panel on Climate Change (IPCC), 2019: Special Report on the Ocean and Cryosphere in a Changing Climate [ https://www.ipcc.ch/srocc ]
National Academies of Sciences, Engineering, and Medicine (NASEM), 2019: Negative Emissions Technologies and Reliable Sequestration: A Research Agenda [ https://www.nap.edu/catalog/25259 ]
Royal Society, 2018: Greenhouse gas removal [ https://raeng.org.uk/greenhousegasremoval ]
U.S. Global Change Research Program (USGCRP), 2018: Fourth National Climate Assessment Volume II: Impacts, Risks, and Adaptation in the United States [ https://nca2018.globalchange.gov ]
IPCC, 2018: Global Warming of 1.5°C [ https://www.ipcc.ch/sr15 ]
USGCRP, 2017: Fourth National Climate Assessment Volume I: Climate Science Special Reports [ https://science2017.globalchange.gov ]
NASEM, 2016: Attribution of Extreme Weather Events in the Context of Climate Change [ https://www.nap.edu/catalog/21852 ]
IPCC, 2013: Fifth Assessment Report (AR5) Working Group 1. Climate Change 2013: The Physical Science Basis [ https://www.ipcc.ch/report/ar5/wg1 ]
NRC, 2013: Abrupt Impacts of Climate Change: Anticipating Surprises [ https://www.nap.edu/catalog/18373 ]
NRC, 2011: Climate Stabilization Targets: Emissions, Concentrations, and Impacts Over Decades to Millennia [ https://www.nap.edu/catalog/12877 ]
Royal Society 2010: Climate Change: A Summary of the Science [ https://royalsociety.org/topics-policy/publications/2010/climate-change-summary-science ]
NRC, 2010: America’s Climate Choices: Advancing the Science of Climate Change [ https://www.nap.edu/catalog/12782 ]

Much of the original data underlying the scientific findings discussed here are available at:

https://data.ucar.edu/
https://climatedataguide.ucar.edu
https://iridl.ldeo.columbia.edu
https://ess-dive.lbl.gov/
https://www.ncdc.noaa.gov/
https://www.esrl.noaa.gov/gmd/ccgg/trends/
http://scrippsco2.ucsd.edu
http://hahana.soest.hawaii.edu/hot/

Climate change is one of the defining issues of our time. It is now more certain than ever, based on many lines of evidence, that humans are changing Earth's climate. The Royal Society and the US National Academy of Sciences, with their similar missions to promote the use of science to benefit society and to inform critical policy debates, produced the original Climate Change: Evidence and Causes in 2014. It was written and reviewed by a UK-US team of leading climate scientists. This new edition, prepared by the same author team, has been updated with the most recent climate data and scientific analyses, all of which reinforce our understanding of human-caused climate change.

Scientific information is a vital component for society to make informed decisions about how to reduce the magnitude of climate change and how to adapt to its impacts. This booklet serves as a key reference document for decision makers, policy makers, educators, and others seeking authoritative answers about the current state of climate-change science.

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2024 Top Faculty Awards Announced

2024 ysph faculty awards.

From left to right: Associate Professor Michaela Dinan, Assistant Clinical Professor Michael Wininger, and Assistant Professor Kai Chen.

Dean Megan L. Ranney Thursday announced the recipients of this year’s Distinguished Teaching Award and Distinguished Student Mentoring Award. Two outstanding members of the Yale School of Public Health faculty are being honored with the 2024 Distinguished Teaching Award this year – Associate Professor Michaela Dinan and Assistant Clinical Professor Michael Wininger. Michaela Dinan’s students cited her “unparalleled commitment to student success” while fostering “a supportive and inclusive learning environment” in nominating her for the award. Students spoke highly of Michaela’s mentorship, passion, and engaging curriculum stating: “She consistently delivers high-quality content, ensuring that each week is filled with valuable learning experiences.” It is evident that Michaela’s teaching has made an enduring impact, with students sharing that they aspire to emulate her level of dedication in their own work. Michael Wininger was lauded by his students for his versatility, active and inclusive instruction, and ability to deliver concepts “in fresh and innovative ways.” One student said: “His ability to seamlessly weave personal experiences, real-world examples, and academic theories left students eagerly awaiting each lecture session.” Michael was praised for consistently supporting his students' development both inside and outside the classroom, and for being a “true mentor” who focuses on the overall growth and success of each student. The 2024 Distinguished Student Mentoring Award was given to Kai Chen. Assistant Professor Kai Chen’s students praised his dedication and commitment as a mentor and for going “above and beyond” to ensure their academic success. Students referenced Kai’s passion for his work. One student said Kai’s encouragement “has ensured that I will create the best possible version of my thesis that it can be.” Dean Ranney invited everyone to join her in congratulating Michaela, Michael, and Kai on receiving these well-deserved honors and for being leaders in shaping the next generation of public health professionals!

Featured in this article

Michaela Dinan, PhD Associate Professor Tenure; Co-Leader, Cancer Prevention and Control, Yale Cancer Center
Michael Wininger, PhD Assistant Clinical Professor of Biostatistics
Kai Chen, PhD Assistant Professor of Epidemiology (Environmental Health); Director of Research, Climate Change and Health; Deputy Faculty Director, Climate Change and Health; Affiliated Faculty, Yale Institute for Global Health

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FACT SHEET: President Biden Takes Action to Protect American Workers and Businesses from China’s Unfair Trade Practices

President Biden’s economic plan is supporting investments and creating good jobs in key sectors that are vital for America’s economic future and national security. China’s unfair trade practices concerning technology transfer, intellectual property, and innovation are threatening American businesses and workers. China is also flooding global markets with artificially low-priced exports. In response to China’s unfair trade practices and to counteract the resulting harms, today, President Biden is directing his Trade Representative to increase tariffs under Section 301 of the Trade Act of 1974 on $18 billion of imports from China to protect American workers and businesses. The Biden-Harris Administration’s Investing in America agenda has already catalyzed more than $860 billion in business investments through smart, public incentives in industries of the future like electric vehicles (EVs), clean energy, and semiconductors. With support from the Bipartisan Infrastructure Law, CHIPS and Science Act, and Inflation Reduction Act, these investments are creating new American jobs in manufacturing and clean energy and helping communities that have been left behind make a comeback. As President Biden says, American workers and businesses can outcompete anyone—as long as they have fair competition. But for too long, China’s government has used unfair, non-market practices. China’s forced technology transfers and intellectual property theft have contributed to its control of 70, 80, and even 90 percent of global production for the critical inputs necessary for our technologies, infrastructure, energy, and health care—creating unacceptable risks to America’s supply chains and economic security. Furthermore, these same non-market policies and practices contribute to China’s growing overcapacity and export surges that threaten to significantly harm American workers, businesses, and communities. Today’s actions to counter China’s unfair trade practices are carefully targeted at strategic sectors—the same sectors where the United States is making historic investments under President Biden to create and sustain good-paying jobs—unlike recent proposals by Congressional Republicans that would threaten jobs and raise costs across the board. The previous administration’s trade deal with China failed to increase American exports or boost American manufacturing as it had promised. Under President Biden’s Investing in America agenda, nearly 800,000 manufacturing jobs have been created and new factory construction has doubled after both fell under the previous administration, and the trade deficit with China is the lowest in a decade—lower than any year under the last administration. We will continue to work with our partners around the world to strengthen cooperation to address shared concerns about China’s unfair practices—rather than undermining our alliances or applying indiscriminate 10 percent tariffs that raise prices on all imports from all countries, regardless whether they are engaged in unfair trade. The Biden-Harris Administration recognizes the benefits for our workers and businesses from strong alliances and a rules-based international trade system based on fair competition. Following an in-depth review by the United States Trade Representative, President Biden is taking action to protect American workers and American companies from China’s unfair trade practices. To encourage China to eliminate its unfair trade practices regarding technology transfer, intellectual property, and innovation, the President is directing increases in tariffs across strategic sectors such as steel and aluminum, semiconductors, electric vehicles, batteries, critical minerals, solar cells, ship-to-shore cranes, and medical products. Steel and Aluminum The tariff rate on certain steel and aluminum products under Section 301 will increase from 0–7.5% to 25% in 2024. Steel is a vital sector for the American economy, and American companies are leading the future of clean steel. Recently, the Biden-Harris Administration announced $6 billion for 33 clean manufacturing projects including for steel and aluminum, including the first new primary aluminum smelter in four decades, made possible by the Bipartisan Infrastructure Law and the Inflation Reduction Act. These investments will make the United States one of the first nations in the world to convert clean hydrogen into clean steel, bolstering the U.S. steel industry’s competitiveness as the world’s cleanest major steel producer. American workers continue to face unfair competition from China’s non-market overcapacity in steel and aluminum, which are among the world’s most carbon intensive. China’s policies and subsidies for their domestic steel and aluminum industries mean high-quality, low-emissions U.S. products are undercut by artificially low-priced Chinese alternatives produced with higher emissions. Today’s actions will shield the U.S. steel and aluminum industries from China’s unfair trade practices. Semiconductors The tariff rate on semiconductors will increase from 25% to 50% by 2025. China’s policies in the legacy semiconductor sector have led to growing market share and rapid capacity expansion that risks driving out investment by market-driven firms. Over the next three to five years, China is expected to account for almost half of all new capacity coming online to manufacture certain legacy semiconductor wafers. During the pandemic, disruptions to the supply chain, including legacy chips, led to price spikes in a wide variety of products, including automobiles, consumer appliances, and medical devices, underscoring the risks of overreliance on a few markets. Through the CHIPS and Science Act, President Biden is making a nearly $53 billion investment in American semiconductor manufacturing capacity, research, innovation, and workforce. This will help counteract decades of disinvestment and offshoring that has reduced the United States’ capacity to manufacture semiconductors domestically. The CHIPS and Science Act includes $39 billion in direct incentives to build, modernize, and expand semiconductor manufacturing fabrication facilities as well as a 25% investment tax credit for semiconductor companies. Raising the tariff rate on semiconductors is an important initial step to promote the sustainability of these investments. Electric Vehicles (EVs) The tariff rate on electric vehicles under Section 301 will increase from 25% to 100% in 2024. With extensive subsidies and non-market practices leading to substantial risks of overcapacity, China’s exports of EVs grew by 70% from 2022 to 2023—jeopardizing productive investments elsewhere. A 100% tariff rate on EVs will protect American manufacturers from China’s unfair trade practices. This action advances President Biden’s vision of ensuring the future of the auto industry will be made in America by American workers. As part of the President’s Investing in America agenda, the Administration is incentivizing the development of a robust EV market through business tax credits for manufacturing of batteries and production of critical minerals, consumer tax credits for EV adoption, smart standards, federal investments in EV charging infrastructure, and grants to supply EV and battery manufacturing. The increase in the tariff rate on electric vehicles will protect these investments and jobs from unfairly priced Chinese imports. Batteries, Battery Components and Parts, and Critical Minerals The tariff rate on lithium-ion EV batteries will increase from 7.5%% to 25% in 2024, while the tariff rate on lithium-ion non-EV batteries will increase from 7.5% to 25% in 2026. The tariff rate on battery parts will increase from 7.5% to 25% in 2024. The tariff rate on natural graphite and permanent magnets will increase from zero to 25% in 2026. The tariff rate for certain other critical minerals will increase from zero to 25% in 2024. Despite rapid and recent progress in U.S. onshoring, China currently controls over 80 percent of certain segments of the EV battery supply chain, particularly upstream nodes such as critical minerals mining, processing, and refining. Concentration of critical minerals mining and refining capacity in China leaves our supply chains vulnerable and our national security and clean energy goals at risk. In order to improve U.S. and global resiliency in these supply chains, President Biden has invested across the U.S. battery supply chain to build a sufficient domestic industrial base. Through the Bipartisan Infrastructure Law, the Defense Production Act, and the Inflation Reduction Act, the Biden-Harris Administration has invested nearly $20 billion in grants and loans to expand domestic production capacity of advanced batteries and battery materials. The Inflation Reduction Act also contains manufacturing tax credits to incentivize investment in battery and battery material production in the United States. The President has also established the American Battery Materials Initiative, which will mobilize an all-of-government approach to secure a dependable, robust supply chain for batteries and their inputs. Solar Cells The tariff rate on solar cells (whether or not assembled into modules) will increase from 25% to 50% in 2024. The tariff increase will protect against China’s policy-driven overcapacity that depresses prices and inhibits the development of solar capacity outside of China. China has used unfair practices to dominate upwards of 80 to 90% of certain parts of the global solar supply chain, and is trying to maintain that status quo. Chinese policies and nonmarket practices are flooding global markets with artificially cheap solar modules and panels, undermining investment in solar manufacturing outside of China. The Biden-Harris Administration has made historic investments in the U.S. solar supply chain, building on early U.S. government-enabled research and development that helped create solar cell technologies. The Inflation Reduction Act provides supply-side tax incentives for solar components, including polysilicon, wafers, cells, modules, and backsheet material, as well as tax credits and grant and loan programs supporting deployment of utility-scale and residential solar energy projects. As a result of President Biden’s Investing in America agenda, solar manufacturers have already announced nearly $17 billion in planned investment under his Administration—an 8-fold increase in U.S. manufacturing capacity, enough to supply panels for millions of homes each year by 2030. Ship-to-Shore Cranes The tariff rate on ship-to-shore cranes will increase from 0% to 25% in 2024. The Administration continues to deliver for the American people by rebuilding the United States’ industrial capacity to produce port cranes with trusted partners. A 25% tariff rate on ship-to-shore cranes will help protect U.S. manufacturers from China’s unfair trade practices that have led to excessive concentration in the market. Port cranes are essential pieces of infrastructure that enable the continuous movement and flow of critical goods to, from, and within the United States, and the Administration is taking action to mitigate risks that could disrupt American supply chains. This action also builds off of ongoing work to invest in U.S. port infrastructure through the President’s Investing in America Agenda. This port security initiative includes bringing port crane manufacturing capabilities back to the United States to support U.S. supply chain security and encourages ports across the country and around the world to use trusted vendors when sourcing cranes or other heavy equipment. Medical Products The tariff rates on syringes and needles will increase from 0% to 50% in 2024. For certain personal protective equipment (PPE), including certain respirators and face masks, the tariff rates will increase from 0–7.5% to 25% in 2024. Tariffs on rubber medical and surgical gloves will increase from 7.5% to 25% in 2026. These tariff rate increases will help support and sustain a strong domestic industrial base for medical supplies that were essential to the COVID-19 pandemic response, and continue to be used daily in every hospital across the country to deliver essential care. The federal government and the private sector have made substantial investments to build domestic manufacturing for these and other medical products to ensure American health care workers and patients have access to critical medical products when they need them. American businesses are now struggling to compete with underpriced Chinese-made supplies dumped on the market, sometimes of such poor quality that they may raise safety concerns for health care workers and patients. Today’s announcement reflects President Biden’s commitment to always have the back of American workers. When faced with anticompetitive, unfair practices from abroad, the President will deploy any and all tools necessary to protect American workers and industry.

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COMMENTS

Climate Change Thesis Statement Examples
Good Examples. Focused Approach: "This thesis will analyze the impact of climate change on the intensity and frequency of hurricanes, using data from the last three decades." Lack of Focus: "Climate change affects weather patterns." The good statement is specific, indicating a focus on hurricanes and providing a time frame. In contrast, the bad statement is too vague, covering a broad ...
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Oct 4, 2021. --. 3. Climate change is the phrase used to describe long-term changes in the climate that occur over decades, centuries, or even millennia. Globally, climate change is a serious ...
Global Warming Thesis Statement Ideas
The causes of global warming are complex, including natural and man-made emissions of carbon dioxide and methane. Use your thesis to highlight the difference between natural sources and man-made sources. For example, according to the Environmental Protection Agency, carbon dioxide concentrations in the atmosphere have risen from 280 parts per ...
Argumentative Essay About Climate Change
Thesis Statement For Climate Change Argumentative Essay. The thesis statement should be a clear and concise description of your opinion on the topic. It should be established early in the essay and reiterated throughout. ... A good thesis statement for a climate change essay should state the main point or argument you will make in your essay.
Climate Change Argumentation
Summary. Subject (s): Earth Science. Topic: Climate Change and Sustainability. Grade/Level: 9-12 (can be adapted to grades 6-8) Objectives: Students will be able to write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their ...
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PDF A Thesis submitted to the Faculty of the Graduate School of Arts and
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PDF Climate Change
This thesis aims to more fully describe and understand early twentieth century scientific research on the human causes of climate change in the context of similar work on the origin of ice ages. I propose to answer the following questions: 1. How were the theories on the origin of the ices ages at the beginning of the twentieth
How to Write a Thesis Statement
Step 2: Write your initial answer. After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process. The internet has had more of a positive than a negative effect on education.
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Across UBC, faculty and students contribute to research on climate change. See below for recent theses on a few select topics, and search cIRcle, UBC's open access repository, for publications, theses/dissertation, and presentations to find more. RSS feed searching the UBC Theses and Dissertations Collection for: "Global warming" OR "Climate ...
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This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.
University of Texas at El Paso
University of Texas at El Paso
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ubiquitous. Therefore, this dissertation deals with the comprehensive topic of climate change and air pollution and their effects on public health. The first chapter examines the effect of temperature on mortality in 148 cities in the U.S. from 1973 through 2006. We focused on the timing of exposure to unseasonal temperature and
Global Warming Thesis Statement Topics & Guide
Your thesis statement will dictate the paper's direction; therefore, make it as precise and manageable as possible. Formula For Writing A Climate Change Thesis Statement. Most students prefer a template to have a good starting point for their thesis statement. Below are is a template you can use when thinking of writing a global warming ...
Essays on Measuring Climate Change Damages and Adaptation
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PDF Color in the U.S. The Impacts of Climate Change on the Health of Low
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Talking about climate change and health
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Climate Change in Fiction: The Evolution and Challenges of
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Environmental Studies Theses and Dissertations
Unsettled Ecologies: Alienated Species, Indigenous Restoration, and U.S. Empire in a Time of Climate Chaos. Fink, Lisa (University of Oregon, 2024-01-10) This dissertation traces environmental thinking about invasive species from Western-colonial, diasporic settlers of color, and Indigenous perspectives within U.S. settler colonialism.
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Climate Change: Evidence and Causes: Update 2020
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2024 Top Faculty Awards Announced < Yale School of Public Health
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FACT SHEET: President
Statements and Releases President Biden's economic plan is supporting investments and creating good jobs in key sectors that are vital for America's economic future and national security.
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