The 20 Best Writing Contests for High School Students

The 20 Best Writing Contests for High School Students SAT / ACT Prep Online Guides and Tips If you’re a writer- fiction, non-fiction, or fanfiction- you can put those skills to work for you. There are tons of writing contests for high school students, which can award everything from medals to cash prizes to scholarships if you win. Not only will a little extra money, whether cash or scholarships, help you when it comes time to pay for college, but the prestige of a respected reward is also a great thing to include on your college application. Read on to learn more about what writing contests for high school students there are, how to apply, and what you could win! Writing Contests With Multiple Categories Some high school contests accept entries in a variety of formats, including the standard fiction and non-fiction, but also things like screenwriting or visual art. Check out these contests with multiple categories: Scholastic Art and Writing Awards Award Amount: $1,000 to $10,000 scholarships Deadline: Varies Fee: $5 for single entry, $20 for portfolio The Scholastic Art and Writing Awards celebrate art by students in grades seven through twelve on a regional and national scale. These awards have a huge number of categories and styles, including cash prizes or scholarships for some distinguished award winners. Categories include science-fiction and fantasy writing, humor, critical essays, and dramatic scripts, among others. Deadlines vary by region, so use Scholastic’s Affiliate Partner search to find out when projects are due for your area. Scholastic partners with other organizations to provide prizes to winners, so what you can win depends on what you enter and what competition level you reach. Gold medal portfolio winners can earn a $10,000 scholarship, and silver medal winners with distinction can earn a $1,000 scholarship, as well as many other options in different categories. The Scholastic Art and Writing Awards are open to private, public, or home-schooled students attending school in the US, Canada, or American schools in other countries. Students must be in grades seven through twelve to participate. Eligibility varies between regions, so consult Scholastic’s Affiliate Partner search tool to figure out what applies to you. The Scholastic Art and Writing Awards have a $5 entry fee for individual submissions and $20 for portfolio submissions, which may be waived for students in need. These fees may vary depending on location, so be sure to check your local guidelines. Ocean Awareness Contest Award Amount: Scholarships up to $1,500 Deadline: June 17, 2019 Fee: None The Ocean Awareness Contest asks students to consider the future of a coastal or marine species that is under threat from climate change. Submissions are accepted in a variety of art forms, but all must consider the way that climate change impacts ocean life. Submissions for all categories, including art, poetry, prose, film, and music are due by June 17, 2019. Winners may receive prizes of up to a $1,500 scholarship, depending on which division they fall into and what prize they win. Additional scholarships are available to students who demonstrate originality in their voice for ocean activism, as well as students located in Boston, Massachusetts. The contest is open to all international and US students between the ages of 11 and 18. River of Words Award: Publication in theRiver of Words anthology Deadline: December 1, 2018 for US students, February 1, 2019 for international students and those in Arizona or Georgia Fee: None The River of Words contest asks students to consider watersheds- an area that drains into the same body of water- and how they connect with their local community. Students can explore this concept in art or writing, with winners being published in the annualRiver of Words anthology. Entries in all categories must be submitted by December 1, 2018 for students in the US, or February 1, 2019 for international students and students in Arizona or Georgia. The River of Words contest is primarily for recognition and publication, as the website doesn't list any prize money. The contest includes specific awards for certain forms, such as poetry, some of which may have additional prizes. The contest is open toInternational and US students from kindergarten to grade 12. High school students older than 19 are also eligible. Adroit Prizes Award Amount: $200 cash Deadline: Spring Fee: $12 Sponsored by the Adroit Journal, the Adroit Prizes reward high school students and undergraduate students for producing exemplary fiction and poetry. Students may submit up to six poems or three works of prose (totalling 3,500 words) for consideration. Submissions typically open in spring. Winners receive $200 and publication in the Adroit Journal. Finalists and runners-up receive a copy of their judge’s latest published work. The contest is open to secondary and undergraduate students, including international students and those who have graduated early. The Adroit Prizes has a non-refundable fee of $12, which can be waived. YoungArts Competition Award Amount: Up to $10,000 cash awards Deadline: Spring Fee: $35 Open to students in a variety of different disciplines, including visual arts, writing, and music, the YoungArts competition asks students to submit a portfolio of work. Additional requirements may apply depending on what artistic discipline you’re in. Winners can receive up to $10,000 in cash as well as professional development help, mentorship, and other educational rewards. Applicants must be 15 to 18-year-old US citizens or permanent residents (including green card holders) or in grades 10 through 12 at the time of submission. There is a $35 submission fee, which can be waived. A pine cone is an essential part of any writer's toolkit. Fiction Writing Contests for High School Students Many contests with multiple categories accept fiction submissions, so also check out the above contests if you're looking for places to submit original prose. EngineerGirl Writing Contest Award Amount: $100 - $500 cash prize Deadline: February 1, 2019 Fee: None This year's EngineerGirl Writing Contest asks students (though the name of the organization is â€Å"EngineerGirl,† students of any gender may participate) to write a fictional story in which a female main character uses engineering to solve a problem. Word counts vary depending on grade level. At every grade level, first-place winners will receive $500, second-place winners will receive $250, and third-place winners will receive $100. Winning entries and honorable mentions will also be published on the EngineerGirl website. Students of any gender from third to 12th grade may submit to this contest. Home-schooled and international students are also eligible. I recommend turning on the light or lighting a candle for extra visibility. Nonfiction Contests for High School Students Like fiction, non-fiction is often also accepted in contests with multiple categories. However, there are quite a few contests accepting only non-fiction essays as well. The American Foreign Services Association Essay Contest Award Amount: $1,250 to $2,500 Deadline: March 15, 2019 Fee: None The American Foreign Services Association sponsors a high school essay contest tasking students with identifying the United States’ strengths and weaknesses in establishing peace in foreign countries. In an essay between 1,000 and 1,250 words, students must answer three questions about US foreign policy and national security. One winner will receive $2,500 as well as a Washington D.C. trip and a scholarship to attend Semester at Sea. One runner-up receives $1,250 and a scholarship to attend the International Diplomacy Program of the National Student Leadership Conference. Entries must be from US students in grade nine through 12, including students in the District of Columbia, US territories, or US citizens attending school abroad, including home-schooled students. John F. Kennedy Profile in Courage Contest Award Amount: $100 - $10,000 Deadline: January 18, 2019 Fee: None The John F. Kennedy Profile in Courage contest tasks students with writing an essay between 700 and 1,000 words on an act of political courage by a US elected official serving during or after 1917, inspired by John F. Kennedy’s Profiles in Courage. Each essay should cover the act itself as well as any obstacles or risks the subject faced in achieving their act of courage. Essays must not cover previous figures covered in the contest, and should also not cover John F. Kennedy, Robert F. Kennedy, or Edward M. Kennedy. One first-place winner will receive $10,000, one second-place winner will receive $3,000, five finalists will receive $1,000 each, and eight semi-finalists will win $100 each. The contest is open to students in grades nine through 12 who are residents of the United States attending public, private, parochial, or home schools. Students under the age of 20 in correspondence high school programs or GED programs, as well as students in US territories, Washington D.C., and students studying abroad, are also eligible. SPJ/JEA High School Essay Contest Award Amount: $300 - $1,000 scholarships Deadline: February 22, 2019 Fee: $5 The SPJ/JEA high school essay contest, organized by the Society of Professional Journalists and theJournalism Education Association, asks students to analyze the role of the Fourth Estate- the press- in American society. Essays should be from 300 to 500 words. A $1,000 scholarship is given to a first-place winner, $500 to second-place, and $300 to third-place. The contest is open to public, private, and home-schooled students of the United States between grades nine and ten. The National World War II Museum Essay Contest Award Amount: $500 - $1,000 Deadline: December 28, 2018, or when 500 essays have been received Fee: None The National World War II Museum contest asks writers to consider the importance of art and artists during war. Students will read and think about a Bob Hope quote- †I was offering time and laughs - the men and women fighting the war were offering up their lives. They taught me what sacrifice was all about.†- and respond to the question of what the duties of art and artists are during times of conflict. Essays are due by December 28, 2018, but entries will close when 500 essays have been received. If you're interested in participating, get your essay in soon! The contest is open to US high school students, including those in US territories or on military bases abroad. Letters About Literature Award Amount: $500 - $2000 cash prize Deadline: December 14, 2018 or January 11, 2019, depending on location Fee: None For this contest, students must imagine sitting down to write a letter to an author who has written something that moved them. Letters should be between 400 and 800 words, and written like a private conversation between the student and their author of choice. Depending on state, the deadline is December 14, 2018 or January 11, 2019. Deadline can be determined using the Library of Congress website. Individual states will assign prizes to winners. One national first-place winner will receive a cash prize of $2,000, and a national honorable mention will receive a cash prize of $500. All state-level winners will be published on the Library of Congress website. We the Students Essay Contest Award Amount: $500 - $5,000 cash prize Deadline: February 14, 2019 Fee: None For this contest, run by the Bill of Rights Institute, students must answer the question, â€Å"What are the essential qualities of a citizen in your community in 21st century America?† in between 500 and 800 words. Entries are due by February 14, 2019. There is no entry fee. One national winner will receive a $5,000 cash prize as well as a scholarship to Constitutional Academy. Six runners up will receive $1,250 each, and eight honorable mentions will receive $500 each. All US citizens or legal residents between the ages of 14 and 19 attending public, private, charter, or religious schools in the US, US territories or districts, at Armed Forces schools abroad are eligible to enter. Home-schooled students and those enrolled in correspondence or GED programs are also eligible. If you're a playwright, there're contests for you, too. Playwriting Contests for High School Students For those who love the stage, playwriting contests are a great option. An original play can earn you great rewards thanks to any of these contests! VSA Playwright Discovery Program Competition Award: Participation in the Kennedy Center American College Theater Festival Deadline: January 23, 2019 Fee: None The VSA Playwright Discovery Program Competition asks students with disabilities to submit a ten-minute script exploring the disability experience. Scripts may be realistic, fictional, or abstract, and may include plays, screenplays, or musical theater. All entries are due by January 23, 2019. Scripts may be collaborative or written by individuals, but must include at least one person with a disability as part of the group. One winner or group of winners will be selected as participants in the Kennedy Center American College Theater Festival. Winners will have access to professional assistance in developing their script as well as workshops and networking opportunities. This contest is open to US and international students in grades six to 12, or between the ages of 11 and 18. Groups of up to five members may collaborate on an essay, but at least one of those students must have a disability. Worldwide Plays Festival Competition 2019 Award: Professional production in New York Deadline: February 1, 2019 Fee: None In the Worldwide Plays Festival Competition, students from around the world can submit an eight-minute script for a play set in a part of a neighborhood- specifically, at a convenience store, outside a character’s front door, or at a place where people convene. Each play must have roles for three actors, should not have a narrator who isn’t also a character, and should not contain set changes. Entries are due February 1, 2019.Winners will have their play produced by professionals at an off-Broadway New York theater. Scholarships are also available for winners. Any student, including US and international, in first through 12th grade may submit work for consideration. YouthPLAYS Award Amount: $50 - $200 cash prize Deadline: Early 2019 Fee: None Students may submit a one-act, non-musical play of at least ten pages to YouthPLAYS for consideration. Plays should be appropriate for high school audiences and contain at least two characters, with one or more of those characters being youths in age-appropriate roles. Large casts with multiple female roles are encouraged. One winner will receive $200, have their play published by YouthPLAYS, and receive a copy of Great Dialog, a program for writing dialog. One runner up will receive $50 and a copy of Great Dialog. Students must be under the age of 19, and plays must be the work of a single author. The Lewis Center Ten-Minute Play Contest Award Amount: $100 - $500 cash prize Deadline: Spring Fee: None Students in grade 11 may submit a ten-minute play for consideration for the Lewis Center Ten-Minute Play Contest. Plays should be 10 pages long, equivalent to 10 minutes. One first-prize winner will receive $500, one second-prize winner will receive $250, and one third-prize will receive $100. All entries must be from students in the 11th grade. Make Dickinson proud in these poetry writing contests. Poetry Writing Contests for High School Students For those who prefer a little free verse or the constraints of a haiku, there are plenty of poetry-specific contests, too. Just Poetry!!! Award Amount: $100 to $500 scholarship Deadline: Ongoing Fee: None Students may submit one poem of up to 20 lines for consideration. Winners are selected from all submissions to Just Poetry!!! throughout the year rather than as part of a single contest. One â€Å"Poet of the Year† will receive a $500 college scholarship, four â€Å"Best of Issue† winners will receive a $100 scholarship each, and four â€Å"Editor’s Choice† winners will receive a $100 scholarship each. All US high school students may enter. Creative Communications Poetry Contest Award Amount: $25 Deadline: December 6, 2018 Fee: None Students in ninth grade or below may submit any poem of 21 lines or less (not counting spaces between stanzas) for consideration in theCreative Communications Poetry Contest. Students may win $25, a free book, and school supplies for their teacher. Public, private, or home-schooled US students (including those in detention centers) in kindergarten through ninth grade may enter. Leonard L. Milberg ’53 High School Poetry Prize Award Amount: $100 - $500 Deadline: November 30, 2018 Fee: None Students in 11th grade may submit up to three poems for consideration in the Leonard L. Milberg '53 High School Poetry Prize. Submissions are dueNovember 30, 2018. One first-prize winner will receive $500, one second-prize winner will receive $250, and a third-prize winner will receive $100. Poems may be published on arts.princeton.edu. All entrants must bein the 11th grade. Nancy Thorp Poetry Contest Award Amount: $500 - $5,000 scholarship, $350 cash prize Deadline: Fall Fee: None Women poets in high school may submit two poems for consideration for the Nancy Thorp Poetry Contest. One first-place winner will receive a $350 cash prize, publication in and ten copies of Cargoes, Hollins’ student magazine, as well as a renewable scholarship of up to $5,000 for Hollins and free tuition and housing for the Hollinsummer creative writing program. One second-place winner will receive publication in and two copies of Cargoes, a renewable scholarship to Hollins of up to $1,000, and a $500 scholarship to attend Hollinsummer. Applicants must be female students in high school. What’s Next? If you're looking for more money opportunities for college, there are plenty of scholarships out there- including some pretty weird ones. For those who've been buffing up their test scores, there aretons of scholarships, some in the thousands of dollars. If you're tired of writing essays and applying for scholarships, consider some of these colleges that offer complete financial aid packages.

A Kindergarten Lesson Plan for Teaching Non-Standard Measurement

A Kindergarten Lesson Plan for Teaching Non-Standard Measurement Class: Kindergarten Duration: One class period Key Vocabulary:Â  measure, length Objectives:Â  Students will use a non-standard measure (paper clips) to measure the length of several objects. Standards Met 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit end to end); understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.​​​ Lesson Introduction Pose this question to students: I want to draw a big picture on this piece of paper. How can I figure out how big this piece of paper is? As students give you ideas, you can write them down on the board to possibly connect their ideas to the lesson of the day. If they are way off in their answers, you can guide them closer by saying things such as, Well, how does your family or the doctor figure out how big you are? Materials One inch paper clipsIndex cardsPieces of 8.5x11 paper for each studentPencilsTransparencyOverhead machine Step-By-Step Procedure Using the transparency, the index cards, and the paper clips, show students how to work end to end to find the length of an object. Place one paper clip next to another, and continue until you have measured the length of the card. Ask students to count out loud with you to find the number of paper clips that represents the length of the index card.Have a volunteer come up to the overhead machine and measure the width of the index card in paper clips. Have the class count out loud again to find the answer.If students don’t have paper clips already, pass them out. Also, pass out one sheet of paper to each student. In pairs or small groups, have them line up the paper clips so that they can measure the length of the piece of paper.Using the overhead and a piece of paper, have a volunteer show what they did to measure the length of the paper in paper clips and have the class count out loud again.Have the students try to measure the width of the paper on their own. Ask students wha t their answers are, and model for them again using the transparency if they arent able to come up with an answer that is close to eight paper clips. Have students list 10 objects in the classroom that they can measure with a partner. Write them on the board, students copy them down.In pairs, students should measure those objects.Compare answers as a class. Some students will be way off in their answer- recheck those as a class and review the end-to-end process of measuring with the paperclips. Homework and Assessment Students can take a small baggie of paperclips home and measure something at home. Or, they can draw a picture of themselves and measure their body in paper clips. Evaluation As students are working independently or in groups, measuring the classroom objects, walk around and see who is needing help with the non-standard measures. After they have had repeated experiences with measurement, choose five random objects in the classroom and have them measure those in small groups so that you can assess their understanding of the concept.

Volcanoes Research Paper Example | Topics and Well Written Essays - 1750 words

Volcanoes - Research Paper Example As pressures from constricted inner layers proved too much to contain, they look for relief, hence, the formation of volcanoes. Moreover, initial volcanic construct is also attributed to tectonic plate motions--termed tectonic plates. This creates â€Å"zones of weakness in the crust,† paving way for molten magma to rise and manifest themselves through volcanic eruptions (Lopes & Lopes, 2005, p. 19). Basically, volcanoes originate from these procedures. In further discussions, there are several types of volcanoes identified: â€Å"shield, cinder cones, composite, domes, etc. (â€Å"Volcano,† n.d.). All of them, as illustrated in Figure 2 (please see Appendix B), apply the basic principles of pressured gases and plate disruptions, but along the way, several phenomena account for features that are unique in each types. In this discussion, three types of volcanoes are presented in detailed account, exemplifying particular volcanoes as the paper progress: cinder cone (Paricutin volcano), composite volcano (Mount Rainier) and lava dome volcano (Mount Unzen). Although the danger posed by each of these types possesses similar intensity, in more ways, their individualized attributes make them profoundly different from one another. As the simplest type of volcano, Paricutin volcano is a formation that fits the description of a cinder cone. Cinder cones are identified by the type of material emitted by volcanoes, where substances are of similar property with cinders seen at vents of volcanoes (Monroe & Wicander, 2008, p. 116). Named after the village of Paricutin in western Mexico, the volcano rises to about 2, 820 m and is prominent in â€Å"Michoacan and Guanajuato volcanic field...(that) belongs to Quaternary Trans-Mexican Volcanic Belt (TMVB).† Specifically, it is flanked by Angaguan Hills at the northern area while in the south, the volcanic rise of Pico de Tancitaro is the nearest structure (Migon, 2010, pp. 59-60). As depicted in Figure 3

Why I write Essay Example | Topics and Well Written Essays - 500 words

Why I write - Essay Example 5th , 1976) that she has stolen the title of â€Å"Why I write† from the great author George Orwell because she liked the sound of the â€Å"three short ambiguous words.† Didion states that the act of writing is nothing but the imposing of the author’s views and ideas on a particular audience. She calls writing â€Å"an aggressive and even a hostile act† because though the author tries his best to veil or camouflage the writing, yet one cannot get away from the salient fact that the author is a â€Å"secret bully† by imposing his â€Å"sensibility on the reader’s most private space.† Didion, goes on to enumerate her experiences at Berkeley where she did her majors in English and speaks of her inability to deal with different ideas. She always dwelt on the periphery and the physical act of things around her, such as those that had to do with the sense of seeing, smelling, hearing, tasting and touching. In other words, she traveled in the world of writing on a ‘shaky passport† because she was no â€Å"legitimate resident in the world of ideas.† It had taken her a great length of time to realize that she was passionate about her writing and wanted to be a writer. In sharp contrast to Didion, George Orwell knew from the onset that he wanted to be a writer. He had a very lonely childhood and because of this he had â€Å"developed disagreeable mannerisms which made him unpopular in school. Loneliness also led him to make up stories and hold imaginary conversations. The feeling of being undervalued and isolated led to the cementing of his literary career. This cocoon to which he transported himself when he wrote, helped to serve as a sort of catharsis where he could get his own back after facing the many failures in his life. When the war broke out during 1914 – 18, he had written a patriotic poem which got published in a local newspaper, but when he attempted nature poems or short stories during that period he failed

Analysis of High Turnover Rate :: essays research papers

Analysis of High Turnover Rate Introduction High turnover rate of minorities and female employees has become a serious issue in the United States. Even though many ethnic races form this country, male Anglo-Saxons dominate the majority of the workforce. It is not uncommon for minority and female employees to leave their company after only working for a few years. Why has this behavior become a trend? In order to stop this trend, companies must ask themselves several questions. For example, what are the issues causing the high turnover rate? What legal and ethical issues are the companies facing? After these questions have been asked and processed, solutions must be implemented to change the flow of the trend. While implementing solutions to the high turnover rate, companies must know and understand the law. The law is created and enforced by the government to prevent any discrimination or biases between the company and employees. It also prevents the strong, corporations, from taking advantage of the weak, employees. Keeping a high turnover rate, companies will continue to lose money until they decide to deal with the issue. Through some adjustments and implementations of the programs to lower turnover rates, the company can see a significant change in their costs and what they might actually save. Companies must understand the potential hazard that high turnover rate may cause company. By analyzing banks, one can understand what and where the problem lies. Statement of Problem Employee turnover costs are very costly to a company. Turnover not only affects the bottom line but also affects the company’s morale. We are analyzing the problems within our company that are causing our employees to become unsatisfied with their job. Then we are going to find solutions. And then do the cost estimates of the turnover costs and the turnover savings after our solutions are implemented. Without understand the negative impacts of turnover, a company may be placing itself in a position that will ultimately lead to their demise. We are going to solve our problems and set our company on the path to success, a success that is not only reflected in our bottom line but also our employees’ morale. History ANALYSIS Currently, the Bank of Tomenak employees 20,000 people, which only 35% are female or minority. The average biannual turnover rate for our females and minority employees is 65%. The average turnover cost for one employee is estimated to be 18% of their annual salary.

Pluralistic and Elitist Matrix Essay

Introduction Power is an essentially contested concept. Power is an inherently political concept. Therefore, to define power, we should constitute components of political sociology. Power is the ability to share, exercise or delegate responsibilities and authority (Byme, 2010). There are various theories of power; the pluralists, elitists and Marxists. Pluralists explain the way power is distributed in the society. Elitists show how power is concentrated in the society. Marxists show how class conflict with economic power (Connolly, 2006). However, this paper will create a matrix of difference between the pluralist and elitist. Under pluralists, political power is split and detached. The presence of social classes, status groups, political parties, interest groups and pressure groups are evidence of power distribution. It is agreeable that groups provide more efficient and effective means of representation than the electoral process (Patron et al.., 2006). Pluralists provide that no one group will dominate because every group has equal and opposite changes. It postulates that the larger the group, the more influencing power it has. Policies prove as the outcomes of their bargaining; therefore, compromises tend to be moderate, fair to all and conductive to social balance. The state is so impartial in the contending groups and behaves like an orientation between them. Pluralists are divided into two groups: insider and outsider groups. Insider groups are those that are more powerful as they form part of establishments. Insider groups can work intimately with the voted and selected Provo in both central and local authorities. However, the group is not so beneficial because it is conferred upon those with principally attuned opinions to the ruling regime. On the other hand, outside groups are less powerful and do not have easy access to politicians and civil servants since its outside status is a sign of weakness. Groups can choose to remain outside because perhaps to avoid  being compromised (Hill, 2005). An example of this system is the National Union Party (NUP). NUP from the pluralistic view is an independent party group formed and given power during an electoral process to represent and fight for the rights and interests of citizens. The roles and representing interests are put in the manifesto. Elitists, on the other hand, include the ruling over by small elite groups that make decisions or rules over a large group which is submissive and marginalized in political powers (rothkopf, 2008). Elitists have colossal sources of power got either through wealth possessions, religious authority or traditional authority in the society. Modern democracy contains democratic elitism opportunities for the ordinary passive masses to vote in various elites to rule over them (Patron et al.., 2006). Distribution of power in society reflects the inequities in wealth. Some groups have few resources, and others have many. Some interests are unorganized; some rely on others to protect them, for instance, the poor, mentally ill, children, homeless, and women among others. Groups always fight their battles in a pattern that is systematically loaded in favor of middle and upper-class interests or the interests of economic groups (Richardson et al.., 2011). For example, Public oversight Authority (POA) from an elitist viewpoint is a politically organized committee with the purpose of raising and spending resources so as to withdraw and choose a political candidate. POA represents youth, employments, business projects and youths with special interests.POA can raise up to $20000 to promote a committee in the national political party. In conclusion, the difference in sources, nature, analysis and verdict of power between the Pluralists and Elitists is stated by the following matrix. Pluralists Elitists Sources of power Interests of the society Elite group formation Nature of power Detached intense Analysis of power Positive neutral Ultimate verdict The system of power is engaged. The system of ruling is accepted. References Byrne, R. (2010). The power. New York: Atria Books. Connolly, W. E. (2006). Political science and ideology. New Brunswick, NJ: Transaction Publishers. Hill, M. (2005). The public policy process (4. Ed.). New York: Pearson Longman. Patron, S., & Phelan, M. (2006). The higher power of Lucky. New York: Atheneum Books for Young Readers. Richardson, I., Kakabadse, A., & Kakabadse, N. (2011). Bilderberg people: elite power and consensus in world affairs. Abingdon, Oxon: Routledge. Rothkopf, D. J. (2008). Superclass: the global power elite and the world they are making. New York: Farrar, Straus and Giroux.

Renewable Energy Sustainability At The United Nations Essay

Renewable Energy Sustainability According to the United Nations, the world reached a population of 7 billion people in 2011, and it is estimated that the world population will increase to 9.7 billion people by the year 2050. Due to the lifespan of the average person increasing by almost thirty to forty years within the past sixty years, the population is growing faster than the Earth can possibly sustain everyone. The current main sources of energy are still nonrenewable resources. Nonrenewable resources are those resources that are made with the original organic material, along with the assistance of pressure and heat, become fuels like gas and oil. These nonrenewable resources are fossil fuels such as coal, petroleum, and natural gas. Nonrenewable resources cannot be replenished within a short amount of time. Due to the large population, the earth does not have time to restore all the fossil fuels that are being used in time for them to be reused. Because of this, it has become a g lobal initiative to make use of renewable energy sources to sustain the current and future populations of the world. Renewable resources are resources that can be used repeatedly because of it can be replaced naturally. Examples of renewable resources are: wind energy, geothermal energy, hydroelectric power, and solar energy. The use of renewable energy sources is the only way to sustain the amount of energy needed for the population and to preserve the nonrenewable sources of the earth.Show MoreRelatedSustainable Opportunities For Reducing Carbon Emissions And Climate Change Essay1388 Words   |  6 Pagesdocumentary. 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Target 7.2 aims to increase substantially the share of renewable energy in the global energy mix by 2030. The share of renewable energy is measurableRead MoreThe Annual Spending On Renewable Energy1420 Words   |  6 Pagesspending on renewable energy by the Department of Defense (DOD) will reach $10 billion by 2030† (Schueneman). Right now the military proves to be one of the highest consumers of renewable energy. They are also responsible for using and burning the most fossil fuels in the entire country. The DoD realizes this and that’s why they are working so hard to become a greener military. In order to enhance the security of the American people and to address the every changing requirements of sustainability, the URead MoreThe Current Energy Policy For The United States1542 Words   |  7 PagesThe current energy policy for the United States of America is quickly becoming obsolete in current times. With issues of national security, pollution and global warming, and sustainability all becoming ever more important in today’s world the nation is in need of a serious energy overhaul. As it stands now government entities and officials rely primarily on private companies to create and transport the energy that the American public uses daily. The problem with this energy policy stems from theRead MoreThe For Recruiting Battalion For The State Of Georgia1452 Words   |  6 Pagesevidence-based research. The plan will not only address the board, but all the stakeholders in the organization. Section 2: Key Points. The sustainable initiative for the Recruiting battalion for the state of Georgia was initiated in the early 2000’s. The United States Army, as a whole, has been on an â€Å"environmentally conscious† footing since early 2000, with the introduction of â€Å"the green initiative† from the Department of Defense. During the last ten to fifteen years, the military has developed programsRead MoreThe Future of Potential Energy Sources633 Words   |  3 PagesFuture of Potential Energy A lot of factors must be considered when it comes to assessing the potential of renewable energy for economic sustainability bearing in mind that the energy sector is continuously growing. It is imperative that available information on Department of Energy DOE, lands and solar and wind renewable energy resources are gathered. This should be followed with appropriate screens for GIS analysis (Dahle, Elliot, Heimiller, Mehos, Robichaud, Schwartz, Stafford, and Walker, 2008Read MoreObjectives Of A Sustainable Development Goals1002 Words   |  5 PagesSustainable Development Goals, drafted by the United Nations, consider to improve global sustainability. Goal 7 includes five targets that ensure access to sustainable, and modern energy for all. However, one of the targets described is not truly measurable. For instance, target 7.1 does not specify the type of modern energy services. In fact, different countries, based on their geographic locations or status of development, will rely on different types of modern energy services. Furthermore, the notion ofRead MoreGEK1549 Assignment 11651 Words   |  7 Pagesarticle â€Å"Fossil Fuels Improve the Planet† (Epstein, 2013), Alex Epstein’s main claim was that fossil fuels should be used without restriction as they provide reliable and affordable energy that improves the lives of mankind. Aiming to convince the reader fossil fuels should be freely used, he first argued that the energy provided by fossil fuels is vital to the health and well-being of mankind. He supported this by stating that processes such as purifying water, mass production of medicine and freshRead MoreRenewable Energy : The United States Gas892 Words   |  4 PagesToday in the United States gas is at a record low on the national average being below $3 it seems like we are heading in the right direction, but looks can be deceiving. While the USA gas prices drop, other countries are fighting over our $120+ Billion average oil costs. Despite the consistent jump prices from being outrageously expensive to afford to fill up our tanks, we are still not focusing more on something that would save the American people billions a year. The solution is focusing less onRead MoreThe Ethical And Moral Task Of The United States Ammunition Stockpiling Within Gun Owners917 Words   |  4 Pagesobtaining the services and products that they need and/or desire. For instance, every year American citizens are turned away from hospitals, doctor’s offices, and pharmacies, unable to get an annual influenza vaccine. Recent gun legislation in the United States has created ammunition stockpiling within gun owners. (LoveToKnow, Corp., 2015) Furthermore the recent El Nino has created a heated debate on which California farms will get sufficient water this year. Each of the aforementioned examples illustrates