Holistic and integrated systemic policies and practices for decarbonization

A bold, visionary, transforming, systemic, holistic, integrated, caring, inclusive, equitable, sustainable, and resilient paradigm for fast transitions toward a clean energy and decarbonized future is imperative and urgently needed. Business as usual and silo approaches are not viable with the changes that are occurring. These changes are linked and interacting systems of physical, natural, health, social, economic, finance, governance, and institution. The effects and impacts are dire, existential, and pervasive. The 2021 IPCC Report Physical Science Basis: Summary for Policymakers, in clear language stated "it is unequivocal that human influence has warmed the atmosphere, oceans and land”. The scientific communities in the US, Europe, Asia and other regions all subscribe to this situation. Well documented global empirical evidence is also confirming the profound systems and systemic transformations that are occurring. Business, industry, and the general public, in particular youths, worldwide are all increasingly demanding actions – that transcend words of what needs to be done to deeds of how and now. In the US, the 2022 Inflation Reduction Act, would allocate US 370 billion for combating climate change and clean energy production. The IRA is the largest climate spending package ever. President Biden has called for 100% clean electricity by 2035 and pledged to cut carbon emissions by 50%–52% below 2005 levels by the end of this decade, doubling the previous target. A decarbonized future was endorsed by Leaders at the 2021 G-7 Carbis, UK Summit. There is growing realization that the global climate change crisis requires strengthened and expanded global cooperation with new, innovative and non-bureaucratic mechanisms for collaboration. The 2021 IPCC Report summarized that global surface temperature will continue to increase until at least the mid- century under all emissions' scenarios considered. "Global warming of 1.5 and 2°C will be exceeded during the 21st century unless deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades.” The UNEP and IEA contends reducing anthropogenic methane emissions will help mitigate climate change and is a cost-effective proposition. The release of methane and micro-organisms from melting of permafrost needs to be better studied and understood., The confluence of increased heat, humidity, fine particulates air pollution, water contaminants and the COVID pandemic, will exacerbate health burdens. This will have serious consequences for human wellbeing, and cascading into national and global security. With climate change, therapeutics and vaccines will not work. The article provides a brief overview of the unprecedented climate related hurricanes, storms, floods and wildfires disasters occurring in all regions of the world. It highlights of some of the key effects, impacts and consequences with current policies and practices with regard to the energy-climate conundrum. There is an imperative to change course toward a decarbonized future. A number of systemic expeditious interventions are delineated. These include actions by all on:. The* fundamental need to change behavior;*afforestation, reforestation, rehabilitation of wetlands, mangroves, wastelands and coral reefs to restore ecosystem functions which would also create significant number of employment and livelihoods' opportunities;*retrofitting existing structures to be more energy efficient, incorporate increasing renewable energy, sustainability and resiliency criteria, – to "build back better” and provide jobs;*the life cycle of food and agriculture practices need to be systemically examined to reduce adverse impacts on climate, Energy, environment and health. There are difficulties and challenges. The commensurate opportunities and benefits of a decarbonized paradigm include clean and safe jobs;healthy quality of life;and a sustained and resilient future for current and future generations. © 2023 American Institute of Chemical Engineers.

Mass transfer effects on mucus fluid in the presence of chemical reaction

The mucus fluid vehicle is impacted by the synthetic response that changes the physical science of liquid due to the thickness of the bodily fluid. Additionally, various issues in the respiratory system might happen because of bodily fluid adequacy. A central point of transportation of immunizations to forestall COVID-19 is the concentration level expected during movement, stockpiling, and dispersion. The current review stated that mucus fluid transportation is restrained through magnetic force originating due to heat variation. Permeable channel over respiratory disease and chemicals due to mass reaction–diffusion variation. The bodily fluid development is surveyed by the force, energy, and diffusion condition influence of body powers because of attractive field, source of heat cause of thermal conduction, resistance due to disease chemical reaction cause of concentration profile. The nonlinear arrangement of incomplete differential conditions is addressed by the Laplace transform technique, and MATLAB programming outcomes are initiated for momentum, temperature, and diffusion fields and inferred that the bodily fluid stream decelerates due to magnetic force. The skin friction, Nusselt number, Sherwood number, and the microorganism's thickness are assessed and explained exhaustively. Furthermore, microorganisms are occupied in different elements to survey the mucus fluid mechanism. © 2022

Providing Support to High School STEM Teachers at Underrepresented Schools through a Yearlong Professional Development Initiative (WIP, Diversity)

In addition to being an employment requirement for in-service high school educators, professional development (PD) workshops in STEM fields are vital for keeping up with new innovations in both theory and practice. Integrating cross-cutting engineering concepts into a PD STEM program provides a unique opportunity for both teachers and students. Students gain a deeper understanding of individual concepts and the relationship among the components of STEM. Teachers benefit from demonstration of how this integration of concepts can be practically carried out in their classrooms. The goals of the PD institute were to 1) integrate industrial technology, engineering technology and computer science constructs into core math and science high school curriculum (Physical Science, Biology, Chemistry and Physics);2) advance teacher knowledge in the core science subjects with emphasis on misconceptions;3) introduce/reinforce the engineering design process;and 4) due to COVID-19 constraints, to introduce teachers to online simulation platforms for at-home and in-class discovery of scientific concepts. Delivered as a six-day workshop in Summer 2020, the PD institute continued throughout the school year to offer continued support and form a Professional Learning Community (PLC). Due to restrictions from COVID-19, the entire workshop was delivered virtually and instruction was offered to assist with remote delivery of classes and science labs in the upcoming school year. The program covers multidisciplinary engineering science and education technology topics including misconceptions in physical science, misconceptions in biological science, visual programming, CAD and 3D printing, electrical circuit simulation, and overview of online teaching technologies. In addition to instruction and continuing education credit, the teachers received classroom materials to support them in delivering these STEM contents in their schools including a 3D printer for each participating school. This paper represents the current work in progress as part of a comprehensive initiative, which also includes a ten-day summer program for high school students, to serve diverse students and educators from underrepresented communities. © American Society for Engineering Education, 2021