thesis statement environment

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

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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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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Global Warming Thesis Statement Ideas

Economic Impact of Coastal Erosion

Global warming is a complex problem that often sparks policy debates. When writing about it, stick to the facts and make sure that your thesis statement -- the central assertion of your essay -- is supported by research. Some global warming topics have produced extensive research worldwide and can serve as topical guides in formulating your thesis statement.

Manmade Causes versus Natural Causes

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 million in the 18th century to 390 parts per million in 2010. Human activities release more than 30 billion tons of carbon dioxide each year, or 135 times as much as volcanoes. Focus your thesis on this discrepancy, how man-made carbon dioxide sources such as fossil fuel consumption, have eclipsed natural sources of the gas.

Rising Temperatures and Declining Sea Ice

Your thesis statement may focus on the relationship between rising surface temperatures and declining sea ice, specifically ice in the Arctic. For instance, since 1901, sea surface temperatures have risen at an average rate of 0.13 degrees Fahrenheit per decade, with the highest rates of change occurring in the past three decades alone, according to the EPA.

Your thesis may establish the inverse relationship between these rising surface temperatures and the shrinking ice coverage in the Arctic. Arctic sea ice extent in December 2014, for instance, was the ninth lowest in the satellite record. The rate of decline for December ice alone is 3.4 percent per decade, according to the National Snow and Ice Data Center.

Effects of Melting Glaciers on Water Supply

Along with sea ice, many of the world’s glaciers are melting due to climate change. Since the 1960s, the U.S. Geological Survey has tracked the mass of two glaciers in Alaska and one in Washington state, all three of which have shrunk considerably in the past 40 years.

Research other mountain ranges and compare the glaciological data. Use your thesis to answer the question of what melting glaciers will mean for populations dependent on the ice flows for their fresh water supply. For example, much of Peru’s population depends on Andean glaciers not only for drinking water but for hydroelectricity.

Effects of Drought on Food Production

While global warming is projected to raise sea levels and flooding in coastal regions, it’s also been credited for changes in weather patterns and extreme drought, according to the EPA. In the arid American Southwest, for example, average annual temperatures have increased about 1.5 degrees Fahrenheit over the past century, leading to decreased snowpack, extreme drought, wildfires and fierce competition for remaining water supplies.

As drought still rages in this region, your thesis can explore the relationship between global warming and agriculture, specifically in California’s Central Valley, which provides produce for much of the country. It’s possible that hotter, longer growing seasons are beneficial to California crops, but that shrinking water supplies threaten the viability of commercial agriculture.

Ocean Acidification and Global Seafood Stocks

Increased carbon dioxide emissions don't just impact our air quality. These emissions also result in increased acidity of our planet's oceans. An immense range of shellfish and other molluscs, such as clams, oysters, crabs, lobsters and more, face immediate population decline due to ocean acidification weakening their calcium carbonate shells.

Your thesis can explore the mechanics of ocean acidification as well as the potential economic impact to the fisheries that rely upon these marine animals for survival. You can also explore the potential ecosystem impact for the predators that feed upon these animals.

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Ice caps melting facts, efforts to protect the tundra, what drives the process of plate tectonics, effect of human activities on the environment, the top 10 topics for research papers, how to calculate a p-value, how to make a glacier, persuasive speech topics on water, brine vs. conductivity, how to do a bell curve on a ti, how to contact your representative about climate change, how to calculate exceedance probability, what is the meaning of sample size, the difference between an earthquake & a volcano, the history of volcanology, how bitcoin is polluting the planet, how to report a sample size, the effects of human intervention on the environment, the scientist henry hess invented what kind of devices.

• U.S. Environmental Protection Agency: Causes of Climate Change
• U.S. Environmental Protection Agency: Climate Change Indicators in the United States
• National Snow and Ice Data Center: Artic Sea Ice News and Analysis
• U.S. Geological Survey: 3-Glacier Mass Balance Summary
• National Geographic: Signs from Earth: The Big Thaw
• U.S. Environmental Protection Agency: Climate Impacts in the Southwest
• Alaska Public Media: Ocean Acidification

About the Author

Scott Neuffer is an award-winning journalist and writer who lives in Nevada. He holds a bachelor's degree in English and spent five years as an education and business reporter for Sierra Nevada Media Group. His first collection of short stories, "Scars of the New Order," was published in 2014.

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How to Write a Strong Thesis Statement: 4 Steps + Examples

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What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

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Environment Thesis Statements Samples For Students

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Thesis statement: The occupation of a Registered Nurse seems to take an enormous amount of responsibility. The duties of a Registered Nurse are many. Nurses also "assist physicians during treatments and examinations." The jobs of a Registered Nurse will be a challenge for me. The working conditions of a nurse range from one extreme to the next.

INTRODUCTION

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Online Guide to Writing and Research

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• Online Guide to Writing

Thesis Statement and Controlling Idea

So what? This is the question you will get asked if your thesis statement, or main idea, is not obvious in your paper. Your thesis statement is the most important part of your writing; without it, your paper doesn’t have a main point or stance. A thesis statement states the purpose and topic of your writing, and the controlling idea indicates the direction and, often, the writing strategy you will adopt. 

Generally, your thesis is placed at the end of your introduction and is a concise and simple sentence that combines your topic and your position on the topic. Like a road map, your thesis lets your readers know what to expect from the rest of your paper. Your body paragraphs support it, and your essay lacks direction without it.

It is important to keep in mind that this early in your writing, your thesis statement is really a working thesis that you use to begin thinking about your topic. You may revise this thesis many times before you are finished thinking and ready to write your final draft. Below are some sample thesis statements.  

YOUR TOPIC + POSITION ON TOPIC = THESIS STATEMENT

Thesis statement do's and don'ts.

Present an argument, stance, or claim. Can your audience argue with it? 

Provide a key to the organization of your paper. Can you construct body paragraphs that support it? 

Mirror the assignment prompt. Are you following what is expected of you?

Present the thesis at the end of the introduction.  

Answer the question: “so what?”  

Present an argument that can be supported by reputable research. Is your argument logical?

Embrace the “how” and “why” elements. It’s a great strategy to present the problem, examine why it’s a problem, and show how it can be fixed. 

Include announcement style language like “this paper will discuss” or “this will be shown in this essay.” 

Be informative only with no argument or stance, such as, “Some high school seniors decide to take a gap year.” 

Include overly broad or generalized statements like, “Kids of this generation are lazy.”

Force the reader to guess what the paper will prove or discuss 

Be questions. 

Key Takeaways

Your thesis is one statement at the end of your introduction and should be clear, concise, and arguable.

Without a thesis, your paper lacks direction and purpose. 

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Home > Environmental Studies > Student Theses 2001-2013

Student Theses 2001-2013

Theses/dissertations from 2017 2017.

The Disappearing Wetland Act: Climate Change, Development, and Protection , Jessica P. Doughty

Theses/Dissertations from 2013 2013

The Centrality of Ecological Design: Achieving Sustainability in an Era of Free-Market Capitalist Framework , Eddy Andrade

A Vicious CERCLA, Or The Twilight of the Superfund , Donald Borenstein

Saving the World’s Remaining Tigers: Panthera’s Work and the Role of Non-Profits in Wildlife Conservation , John Byrne

New York City’s Water Challenges: History, Politics, and Design , Jessica Crowley

Giving Back to the Community: Addressing the Environmental Literacy Gap Through Socially and Environmentally Responsible Business Practices , David Garcia

Wasting Plates: Addressing Food Waste in the United States , Sarah Geuss

Too Pig to Fail: Considering Regulatory Solutions to the Environmental Damages Caused by Industrial Hog Farms in North Carolina , Samir Hafez

Sandy and the City: The Need for Coastal Policy Reform , Jonathan Hilburg

Drilling for Arctic Oil: Is it Worth the Risk? , Emily Kain

The Pedestrianization of New York City: An Environmental History and Critique of Urban Motorization and A Look at New York City’s New Era of Planning , Anna Kobara

Hurricane Sandy: Using Environmental History, Economics, Politics and Urban Planning to Prepare For the Next One , Julia Maguire

Our Failing Food System: Productivity Versus Sustainability , Alyson Murphy

Exploring the Drivers of CSR and Creating a Sustainable Corporate Institution: Environmental Education, Politics, and Business Practices , Eric Osuna

Composting Food Waste: A Method That Can Improve Soil Quality and Reduce Greenhouse Gas Emissions , Gentiana Quni

Assessment of Impact of Socioeconomic Factors on Conservation Awareness in the Tarangire-Manyara Ecosystem , Karianne Rivera

The Sustainable Future of the Metropolis: Greening New York City Building By Building , Lizbeth Sanchez

Trash Talk: Solid Waste Disposal in New York City , Alexander Williams

Hurricane Sandy: A Chance to Identify Vulnerabilities, Learn from the Past, and Increase Future Resiliency , Julianne Yee

Theses/Dissertations from 2012 2012

Going Green at New York-Presbyterian: Hospitals As Sustainable Businesses , Samantha Allegro

A Stronger Role For the United States President in Environmental Policy , Elizabeth Anderson

Simulating Climate Risk Into Markets and Policies: A New Approach to Financial Analysis and Policy Formation , Miguel Bantigue

Environmental Education Reform: Using Experiential Learning to Influence Environmental Policy-Making By Fostering a Sense of Environmental Citizenship and Eco-Literacy , Nicol Belletiere

Internship Report: Earthjustice & the Fracking Battle in New York's Marcellus Shale , John Byrne

Coal: How We Achieved Our Dependency and Its True Cost , Kelly Caggiano

Recycling Furniture: The Ecological, Economic and Social Benefits , Michele Calabrese

Internship Report UNEP: The Effects of Climate Change in Arctic Zones , Diana Cartaya-Acosta

Environmental Racism in South Africa: A Sustainable Green Solution , Danielle Darmofal

The Bronx, Beavers and Birthrights: The Case For Urban Wildlife , Richard Day

The Economics of Biodiversity , Paige Doyle

Environmental Communications: Case Study of New York City's Double Crested Cormorant , Marisa Galdi

Not a Walk In the Park: Environmental Justice in New York City , Lindsey Grier

The Economic and Environmental Justice Implications of Hydraulic Fracturing in 21st Century North America , Katie Medved

The Bottling Craze: Exposing the Environmental Effects of Bottled Vs. Tap Water , Michele Paccagnini

How the United States Will Find a Sustainable Future Through Increased Nuclear Productivity , Ian Pruitt

Group For the East End: The Role of Childhood Environmental Education in Improving Learning Behaviors and the Health of Humans and the Environment , Brian Riley

The Role of Modern Zoos in Wildlife Conservation: From the WCS to the Wild , John Scott

Global Climate Change Vs. Global Warming: What Is the Difference "Global Climate Change" and "Global Warming"? , Nadia Seeteram

Lost in Translation: Environmental Communication Issues in Media and Politics , Carolyn Wegemann

Theses/Dissertations from 2011 2011

The Ins and Outs of Corporate Greenwashing , Jennifer Bender

A River Runs Through It: Community Access to the Bronx River in Tremont and Hunts Point , Matthew Bodnar

The Future is Green; Urban Agriculture in the Bronx , Patty Gouris

All in Our Backyard: Exploring how Environmental Discrimination Affects Health and Social Conditions in the South Bronx , Mireille Martineau

Theses/Dissertations from 2010 2010

The Bronx River Alliance: A Model Community Action Organization And an Internship in Development , John Hinck

Enrique Reef: Degradation and Protective Measures , Dana Mitchell

The Human Population Growth and its Ecological Consequences on Kenya and Tanzania , Lauren Noll

Environmental Consciousness: Human Motivation for Thinking Ecologically , Rob Pigue

Economics of Carbon Regulation: An Exploration to the Nuance of Carbon Regulation , Timothy J. Schwartz

New York Botanical Garden Internship: From Photography to Policy , Christine Willeford

Theses/Dissertations from 2009 2009

Environmental Health and Climate Change: The Case of Lyme Disease , Matthew Abad

Recycling Tendencies of Fordham University's Population , Jeremy Aiss, Vincent Ammirato, Anamarie Beluch, and Christopher Torres

The Business of Sustainability , Andrea Brady

Waste Mismanagement: Fighting Environmental Injustice in Mott Haven and Hunts Point , Elizabeth Friedrich

Environmental Internship & The Fordham Eco-Roof Proposal , Anthony Giovannone

The Putnam Railroad Corridor Restoration Project: A Comprehensive Plan for Paired Ecological Restoration and Greenway Construction , Patrick J. Hopkins Jr.

Land Use Policy and Development on Long Island , Richard Murdocco

From the Bronx into the Wild! My Adventurous Experience at the Bronx Zoo , Lauren Noll

For the Birds! , Robert Patterson

Managing Infestation of the Invasive Viburnum Leaf Beetle (Pyrrhalta viburni) at the New York Botanical Garden , Gregory Russo

Environmental History of Japan , Amy Seagroves

Theses/Dissertations from 2008 2008

A Healthy Environment is a Healthy Body , Matthew Abad

Stormwater Runoff, Combined Sewer Overflow, and Environmental Justice in the Bronx , Natalie Collao

Solving a Crisis: Water Quality & Storm Water Infrastructure in New York City , Kelsey Ripper

The New Social Movement: Environmental Justice in the Bronx , Kelsey Ripper

Environmental Justice and Street Science: A Fusion of Community Knowledge and Environmental Health Justice to Address the Asthma Epidemic in Urban Communities , Natalie Robiou

Urban Wildlife and Leopold’s Land Ethic: “The squirrels on a college campus convey the same lesson as the redwoods. . . .” , Natalie Robiou

Unpasteurized Milk and Soft Cheese Outbreaks: An Overview of Consumer Safety , Taygan Yilmaz

Theses/Dissertations from 2007 2007

The Environmental Justice Movement in the United States , Harrison Delfin

Natural River Restoration in Urban Ecology: The Bronx River , Samuel P. Loor

Theses/Dissertations from 2006 2006

The H5N1 Avian Influenza Virus: Globalization, Climate Change, and Other Anthropogenic Factors in New Emergent Diseases , Quan Luong

The Environmental Effects of War , Philip Swintek

Theses/Dissertations from 2005 2005

Identification of Genetically Modified Organisms in Foodstuffs , Anamarie Beluch

The Moral Dilemma of Genetically Modified Foods (GMOs) , Anamarie Beluch

Theses/Dissertations from 2003 2003

The History of Community Gardens in New York City: The Role of Urban Agriculture and Green Roofs in Addressing Environmental Racism , Rosamarie Ridge

Theses/Dissertations from 2002 2002

Bronx River Restoration: Report and Assessment , Teresa Crimmens

Environmental Audit of the Rose Hill Campus , Nicole Marshall, Maria Nissi, Brian Flaherty, Carl Van Ostrand, and Ian McClelland

Theses/Dissertations from 2001 2001

Bronx River Restoration: Report and Assessment , Nicole Marshall

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Home > CNS > ECO > Environmental Conservation Masters Theses Collection

Environmental Conservation Masters Theses Collection

Theses from 2024 2024.

Effects of Habitat, Density, and Climate on Moose and Winter Tick Ecology in the northeastern U.S. , Juliana Berube, Environmental Conservation

Adaptive Silviculture for Wildlife: Supporting Forest Biodiversity Through Climate Adaptation , Jahiya Clark, Environmental Conservation

Comparing Likelihood of Tree Failure Assessments Using Different Assessment Techniques , Ari Okun, Environmental Conservation

Use of Unoccupied Aerial Vehicle (Drones) Based Remote Sensing to Model Platform Topography and Identify Human-made Earthen Barriers in Salt Marshes , Joshua J. Ward, Environmental Conservation

Theses from 2023 2023

Modeling the Effects of Forest Management Practices on Ecohydrologic Processes in the Antalya River Watershed of Turkey , Hilal Arslan, Environmental Conservation

HYDRO-SOCIAL TERRITORIES AND OIL PALM PLANTATIONS: INDIGENOUS PEOPLE, AGRIBUSINESS, AND SAFE WATER ACCESS UNDER POWER RELATIONS IN KAIS, WEST PAPUA, INDONESIA , Briantama Asmara, Environmental Conservation

Evaluation of Acoustic Telemetry Array Performance and Fine- Scale and Broad-Scale Spatial Movement Patterns for Coral Reef Species in Culebra, Puerto Rico , Roxann Cormier, Environmental Conservation

Improving Energy Efficiency of School Buildings with Solar-Assisted Cooling for the Maldives , Ahmed Fathhee, Environmental Conservation

Pine Barrens Wildlife Management: Exploring the Impact of a Stressor and Active Management on Two Taxa at Camp Edwards , Andrew B. Gordon Jr, Environmental Conservation

Factors Affecting the Distribution of Malayan Sun Bear in Htamanthi Wildlife Sanctuary, Northern Myanmar , Min Hein Htike, Environmental Conservation

A Multi-Regional Assessment of Eastern Whip-poor-will (Antrostomus vociferus) Occupancy in Managed and Unmanaged Forests Using Autonomous Recording Units , Jeffery T. Larkin, Environmental Conservation

Climate Change Attitudes of United States Family Forest Owners and their Influence on Forest Management Practices , Logan Miller, Environmental Conservation

The Relative Effects of Functional Diversity and Structural Complexity on Carbon Dynamics in Late-Successional, Northeastern Mixed Hardwood Forests , Samantha Myers, Environmental Conservation

Factors influencing the occurrence and spread of aquatic invasive species in watershed systems , Hazel M. Ortiz, Environmental Conservation

PARTICIPATORY WETLAND GOVERNANCE IN RAMSAR – ASSESSING LEVEL OF PARTICIPATION IN INDIA , Seema Ravandale, Environmental Conservation

A REVIEW AND ANALYSIS OF THE LINKED DECISIONS IN THE CONFISCATION OF ILLEGALLY TRADED TURTLES , Desiree Smith, Environmental Conservation

Effect of Alliaria petiolata management on post-eradication seed bank dynamics , Chloe Thompson, Environmental Conservation

Bog Turtle (Glyptemys muhlenbergii) Population Dynamics and Response to Habitat Management in Massachusetts , Julia Vineyard, Environmental Conservation

Theses from 2022 2022

Assessment of the Economic and Ecosystem Service Contributions of USDA Forest Service Landowner Assistance Programs in the Conterminous United States , Jacqueline S. Dias, Environmental Conservation

Exploring Urban Forestry Non-Governmental Organizations in the Temperate Forest Region of the United States , Alexander J. Elton, Environmental Conservation

Songbird-mediated Insect Pest Control in Low Intensity New England Agriculture , Samuel J. Mayne, Environmental Conservation

Perception and Value Assessment of Ecosystem Services in Rural and Urban Regions in Ecuador , Roberto S. Navarrete Arias, Environmental Conservation

Identifying New Invasives In The Face Of Climate Change: A Focus On Sleeper Populations , Ayodelé C. O'Uhuru, Environmental Conservation

A Tipping Point in the Ecuadorian Amazon Rainforest: Current and Future Land-Use and Climate Change Trends , Alula Shields, Environmental Conservation

Dynamics of Water Supply and Demand in the Bandama River Watershed of Cote d'Ivoire , Sarah Alima Traore, Environmental Conservation

Theses from 2021 2021

Applying Ecological Theory to Amphibian Populations to Determine if Wood Frogs (Lithobates sylvaticus) are Ideal and Free when Selecting Breeding Habitat , Taylor M. Braunagel, Environmental Conservation

Assessing the Impacts to Society Associated with the Use of Alternative Ammunition for Hunting on National Wildlife Refuges , Christopher Cahill, Environmental Conservation

Evaluation of Environmental Factors Influencing American Marten Distribution and Density in New Hampshire , Donovan Drummey, Environmental Conservation

Can Volunteers Learn to Prune Trees? , Ryan W. Fawcett, Environmental Conservation

The Efficacy of Habitat Conservation Assistance Programs for Family Forest Owners in Vermont , Margaret E. Harrington, Environmental Conservation

The Role of Vegetative Cover in Enhancing Resilience to Climate Change and Improving Public Health , Anastasia D. Ivanova, Environmental Conservation

Assessing the Structure and Function of Utility Forests in Massachusetts , Ryan Suttle, Environmental Conservation

Factors Influencing Stopover and Movement of Migratory Songbirds within the Silvio O. Conte National Fish and Wildlife Refuge , Jessica Tatten, Environmental Conservation

Patterns and mechanisms of intraspecific trait variation across thermal gradients in a marine gastropod , Andrew R. Villeneuve, Environmental Conservation

Theses from 2020 2020

Habitat Associations of Priority Bird Species and Conservation Value on Small, Diversified Farms in New England , Isabel Brofsky, Environmental Conservation

Autonomous Recording Units as an Alternative Method for Monitoring Songbirds , Lindsay Clough, Environmental Conservation

Impact of Predators on Hemlock Woolly Adelgid (Hemiptera: Adelgidae) in the Eastern and Western United States , Ryan Crandall, Environmental Conservation

New England’s Underutilized Seafood Species: Defining And Exploring Marketplace Potential In A Changing Climate , Amanda Davis, Environmental Conservation

Improving Growth and Survival of Cultured Yellow Lampmussel (Lampsilis cariosa) for Restoring Populations , Virginia Martell, Environmental Conservation

From Intentional Awareness to Environmental Action: The Relationship Between Mindfulness and Pro-Environmental Behaviors , Nischal Neupane, Environmental Conservation

The Ecological Value of Spruce Plantations in Massachusetts , Calvin Ritter, Environmental Conservation

In-vitro Propagation and Fish Assessments to Inform Restoration of Dwarf Wedgemussel (Alasmidonta Heterodon) , Jennifer Ryan, Environmental Conservation

Theses from 2019 2019

Hydrologic Structure and Function of Vernal Pools in South Deerfield, Massachusetts , Charlotte Axthelm, Environmental Conservation

Ecological and Economic Implications of Establishing Quercus spp. in the Urban Environment , Tierney Bocsi, Environmental Conservation

Garlic Mustard (Alliaria petiolata) Management Effectiveness and Plant Community Response , Erin Coates-Connor, Environmental Conservation

Defining and Addressing Interconnected Goals in Groundwater Management Planning Across the USA , Allison Gage, Environmental Conservation

Root-Driven Weathering Impacts on Mineral-Organic Associations Over Pedogenic Time Scales , Mariela Garcia Arredondo, Environmental Conservation

Using Visual Media to Empower Citizen Scientists: A Case Study of the Outsmart App , Megan E. Kierstead, Environmental Conservation

Urban Biodiversity Experience and Exposure: Intervention and Inequality at the Local and Global Scale , Evan Kuras, Environmental Conservation

Arboriculture Safety Around The World , Jamie Lim, Environmental Conservation

Ecological Considerations and Application of Urban Tree Selection in Massachusetts , Ashley McElhinney, Environmental Conservation

The Women's Action: Participation through Resistance , Michael Roberts, Environmental Conservation

Eastern Whip-poor-will Habitat Associations in Fort Drum, NY , Kimberly Spiller, Environmental Conservation

The Role of International River Basin Organizations in Facilitating Science Use in Policy , Kelsey Wentling, Environmental Conservation

An Examination of Tern Diet in a Changing Gulf of Maine , Keenan Yakola, Environmental Conservation

Theses from 2018 2018

Mapping Sandbars in the Connecticut River Watershed through Aerial Images for Floodplain Conservation , Bogumila Backiel, Environmental Conservation

You Must Estimate Before You Indicate: Design and Model-Based Methods for Evaluating Utility of a Candidate Forest Indicator Species , Jillian Fleming, Environmental Conservation

Performance of Floristic Quality Assessment in Massachusetts Forested Wetlands , Carolyn Gorss, Environmental Conservation

The Impact of Intraspecific Density on Garlic Mustard Sinigrin Concentration , Mercedes Harris, Environmental Conservation

Plants, Parasites, and Pollinators: The Effects of Medicinal Pollens on a Common Gut Parasite in Bumble Bees , George LoCascio, Environmental Conservation

Human and Climate Change Influences on Black (Diceros bicornis) and White (Ceratotherium simum) Rhinos in Southern Africa , Hlelolwenkhosi S. Mamba, Environmental Conservation

Watershed-Scale Modeling for Water Resource Sustainability in the Tuul River Basin of Mongolia , Javzansuren Norvanchig, Environmental Conservation

Impacts of Small, Surface-Release Dams on Stream Temperature and Dissolved Oxygen in Massachusetts , Peter Zaidel, Environmental Conservation

Theses from 2017 2017

Accounting For Biotic Variability In Streams With Low Levels of Impervious Cover: The Role of Reach- and Watershed-Scale Factors , Catherine Bentsen, Environmental Conservation

Juvenile River Herring in Freshwater Lakes: Sampling Approaches for Evaluating Growth and Survival , Matthew T. Devine, Environmental Conservation

DIRECT AND INDIRECT EFFECTS OF CLIMATE ON BIRD ABUNDANCE ALONG ELEVATION GRADIENTS IN THE NORTHERN APPALACHIANS , Timothy Duclos, Environmental Conservation

EVALUATION OF THE RECREATIONAL CATCH-AND-RELEASE FISHERY FOR GOLDEN DORADO SALMINUS BRASILIENSIS IN SALTA, ARGENTINA: IMPLICATIONS FOR CONSERVATION AND MANAGEMENT , Tyler Gagne, Environmental Conservation

Botswana’s Elephant-Back Safari Industry – Stress-Response in Working African Elephants and Analysis of their Post-Release Movements , Tanya Lama, Environmental Conservation

Factors Influencing Shrubland Bird and Native Bee Communities in Forest Openings , H. Patrick Roberts, Environmental Conservation

A Mixed-methods Study on Female Landowner Estate Planning Objectives , rebekah zimmerer, Environmental Conservation

Theses from 2016 2016

Factors Influencing Household Outdoor Residential Water Use Decisions in Suburban Boston (USA) , Emily E. Argo, Environmental Conservation

Understory Plant Community Structure in Forests Invaded by Garlic Mustard (Alliaria petiolata) , Jason Aylward, Environmental Conservation

Factors Affecting Habitat Quality for Wintering Wood Thrushes in a Coffee Growing Region in Honduras , Brett A. Bailey, Environmental Conservation

Invasive Species Occurrence Frequency is not a Suitable Proxy for Abundance in the Northeast , Tyler J. Cross, Environmental Conservation

Population Genetic Analysis of Atlantic Horseshoe Crabs (Limulus polyphemus) in Coastal Massachusetts. , Katherine T. Johnson, Environmental Conservation

Modeling Historical and Future Range of Variability Scenarios in the Yuba River Watershed, Tahoe National Forest, California , Maritza Mallek, Environmental Conservation

The Life History Characteristics, Growth, and Mortality of Juvenile Alewife, Alosa pseudoharengus, in Coastal Massachusetts , Julianne Rosset, Environmental Conservation

Specific Phosphate Sorption Mechanisms of Unaltered and Altered Biochar , Kathryn D. Szerlag, Environmental Conservation

Trophic Relationships Among Caribou Calf Predators in Newfoundland , Chris Zieminski, Environmental Conservation

Theses from 2015 2015

Ant (Hymenoptera: Formicidae) Assemblages in Three New York Pine Barrens and the Impacts of Hiking Trails , Grace W. Barber, Environmental Conservation

Niche-Based Modeling of Japanese Stiltgrass (Microstegium vimineum) Using Presence-Only Information , Nathan Bush, Environmental Conservation

Assessing Mammal and Bird Biodiversity and Habitat Occupancy of Tiger Prey in the Hukaung Valley of Northern Myanmar , Hla Naing, Environmental Conservation

Generating Best Management Practices for Avian Conservation in a Land-Sparing Agriculture System, and the Habitat-Specific Survival of a Priority Migrant , Jeffrey D. Ritterson, Environmental Conservation

Experimental Test of Genetic Rescue in Isolated Populations of Brook Trout , Zachary L. Robinson, Environmental Conservation

UNDERSTANDING STAKEHOLDERS PERCEPTION TOWARDS HUMAN-WILDLIFE INTERACTION AND CONFLICT IN A TIGER LANDSCAPE-COMPLEX OF INDIA , Ronak T. Sripal, Environmental Conservation

Impacts of Land Cover and Climate Change on Water Resources in Suasco River Watershed , Ammara Talib, Environmental Conservation

Theses from 2014 2014

A Comparison of American, Canadian, and European Home Energy Performance in Heating Dominated – Moist Climates Based on Building Codes , Stephanie M. Berkland, Environmental Conservation

Spatio-Temporal Factors Affecting Human-Black Bear Interactions in Great Smoky Mountains National Park , Nathan Buckhout, Environmental Conservation

Estimating the Effective Number of Breeders of Brook Trout, Salvelinus fontinalis, Over Multiple Generations in Two Stream Systems , Matthew R. Cembrola, Environmental Conservation

An Assessment of Environmental Dna as a Tool to Detect Fish Species in Headwater Streams , Stephen F. Jane, Environmental Conservation

Assessing Wild Canid Distribution Using Camera Traps in the Pioneer Valley of Western Massachusetts , Eric G. LeFlore, Environmental Conservation

Quantifying the Effect of Passive Solar Design in Traditional New England Architecture , Peter Levy, Environmental Conservation

Ecology and Conservation of Endangered Species in Sumatra: Smaller Cats and the Sumatran Rhinoceros (Dicerorhinus Sumatrensis) As Case Studies , Wulan Pusparini, Environmental Conservation

The Cumulative Impacts of Climate Change and Land Use Change on Water Quantity and Quality in the Narragansett Bay Watershed , Evan R. Ross, Environmental Conservation

Patterns in Trash: Factors that Drive Municipal Solid Waste Recycling , Jared Starr, Environmental Conservation

Theses from 2013 2013

Greening the Building Code: an Analysis of Large Project Review Under Boston Zoning Code Articles 37 and 80 , Sandy J. Beauregard, Environmental Conservation

Vernal Pool Vegetation and Soil Patterns Along Hydrologic Gradients in Western Massachusetts , Kasie Collins, Environmental Conservation

Implementation of Aquaponics in Education: An Assessment of Challenges, Solutions and Success , Emily Rose Hart, Environmental Conservation

Aquatic Barrier Prioritization in New England Under Climate Change Scenarios Using Fish Habitat Quantity, Thermal Habitat Quality, Aquatic Organism Passage, and Infrastructure Sustainability , Alexandra C. Jospe, Environmental Conservation

The Energy Benefits of Trees: Investigating Shading, Microclimate and Wind Shielding Effects in Worcester and Springfield, Massachusetts , Emma L. Morzuch, Environmental Conservation

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25 Thesis Statement Examples

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Home > Environmental Studies > ENVSTUDTHESES

Environmental Studies Program

Department of environmental studies: undergraduate student theses.

Amazon Deforestation and Its Effects on Local Climate , Andrew Baker

Observing Wildlife in Different Urban Environments , Colleen Ballinger

AN ANALYSIS OF FACTORS AFFECTING MUNICIPAL BIOCHAR IMPLEMENTATION IN VOLUNTARY CARBON MARKETS , Jadon Basilevac

Evaluating Biophilic Design Characteristics in Lincoln Public Schools , Sarah Burr

Spatiotemporal Activity Patterns of Red Foxes and Coyotes in Wilderness Park, Lincoln, Nebraska. , Adam Carlson

Recycling attitudes and behaviors toward single-use plastics at the University of Nebraska-Lincoln , Jadyn Chasek

Survey of Energy Literacy in Lincoln, NE Households , Bella Devney

Correlation Between Fire and Preservation in the Pacific Northwest & Most Cost-Efficient MitigationTactics , Liam Doherty-Herwitz

Analyzing the Effect of Guided Nature Walks on Human Behavior , Jake Duffy

STUDENT PERSPECTIVES OF SUSTAINABLE TRANSPORTATION USE ON A COLLEGE CAMPUS , Brynn Fuelberth

SOLAR ENERGY IMPLEMENTATION IN RURAL COMMUNITIES , Corie Gleason

State of Utah et al. v Walsh et al. , Ethan Halman Gonzalez

Regenerative Agriculture –A Pathway for Addressing Nebraska’s Water Quality and Soil Degradation Challenges , Kjersten Hyberger

Proposing Urban Agroforestry Designs for Lincoln, Nebraska: A Model From Berlin, Germany , Noah Johnson

Analyzing The Effects Of Cold Frontal Passage On The Feeding Habits Of Micropterus Salmoides (Largemouth Bass) , Ethan Lang

Turfgrass Alternatives for the Modern Yard , John Lonowski

Rails to Trails Program: Neighborhood Dynamics in Lincoln, Nebraska , Emma McCormick

ANALYZING SEA LEVEL RISE ADAPTATION & MITIGATION STRATEGIES IN LOUISIANA AND THE NETHERLANDS , Jonah McDowell

Impact of the Covid-19 Pandemic on Nebraska State Park Visitation , Bailey Mullins

Examining the Psychology and Human Behavior of Sustainable Living: The Impact of Socioeconomic Status on Climate Change Education , Samantha Nielsen

GENDER AND ENVIRONMENTAL SUSTAINABILITY: A CROSS-NATIONAL ANALYSIS ON POLITICAL REPRESENTATION OF WOMEN AND SUBSEQUENT STATE SUSTAINABILITY , Erin O'Sullivan

Perception of Nature Based on Childhood Experiences , Kaitlyn Richards

IDENTIFYING A CONSUMER-PRODUCER AGRICULTURAL KNOWLEDGE GAP , Aspen Rittgarn

EVALUATING ECOSYSTEM HEALTH OF THE SALT CREEK BASIN THROUGH TWO-EYED SEEING , Shelby Serritella

Place-Based Pedagogies in Post-Secondary Science Education: A Scoping Literature Review , Megan Swain

The Decline of Upland Birds in Nebraska: Maximizing Limited Habitat , Hunter Tesarek

Off the Rails: Cinematic Trains as Technological Controls of the Natural World , Trinity Thompson

Roots of Passion in Environmental UNL Students , Shane Vrbicky

Physiological Distancing Affects Climate Change Through Spatial Differences , Janette Williams

Nitrates in Nebraska , Michelle Zenk

NOISE POLLUTION AND ITS EFFECTS ON HUMAN MENTAL AND PHYSICAL HEALTH , Seth Anderson

Outdoor Recreation and its Effect on our Relationship with The Environment , Martin Brannaman

HELD AT BAY: A CASE STUDY OF A LAKE COMMUNITY’S EFFORT TO PREVENT A ZEBRA MUSSEL INVASION , Benjamin Breske

ANALYZING RECYCLING OPTIONS FOR WIND TURBINE BLADE WASTE , Awinita Bunner

The Effects of Human Activity on Reintroduced Bighorn Sheep (Ovis canadensis) Populations , Justine Cherovsky

Eco-dystopian Novels Written By Women: Second, Third, and Fourth Wave Feminism , Trystyn Cox

HOW CAN STAKEHOLDERS IN FOOD SOVEREIGNTY ACHIEVE MORE POLITICAL POWER? , Micah Dierks

Supercritical Water Gasification and Pyrolysis – Cleaning up the Great Pacific Garbage Patch , Kelly L. Emery

Public Health Impacts of the Clothing Industry , Schafer Flowerday

THE ACCESSIBILITY AND SUSTAINABILITY OF LOCAL FOODS: A SNAPSHOT FROM THE FOOD HUBS OF LINCOLN, NEBRASKA , Tess Foxall

Agricultural Carbon Markets: How Could They Work? , Andrew Havens

APPARENT TEMPERATURE & RELATIVE HUMIDITY IN NEBRASKA: A COMPARATIVE ANALYSIS ON WET BULB GLOBE TEMPERATURE (WBGT) TOOLS , Rachel T. Hines

The Evolution of Wildland Fire Risk Management , Matthew Holte

E-WASTE IMPACT ON THE HEALTH OF GUIYU, CHINA CITIZENS: A COMPARISON PRE AND POST CHINA’S PROHIBITION OF FOREIGN GARBAGE IMPORTS , Oliva Hultman

Climate Change Adaptation, Migration, and Promising Developments for Pacific Island States , Ashley Jonas

IDENTIFYING HOW SUMMER CAMP EXPERIENCES AFFECT CHILDREN’S ENVIRONMENTAL LITERACY , Quinn Kimbell

Literature Review on Water Desalination Plant Production and Brine Disposal Methods , Grace Kollars

The Impact of Interactions Among Native Grassland Species: A Study of Interactions Between Two Invasive Species (Bromus tectorum and Setaria faberi) and Two Native Species (Helianthus annuus and Rudbeckia hirta) , Nash Leef

Wildfires & Prescribed Fires: Do They Impact Soil Quality? , Kate Nelson

Eastern Redcedar Reduces Regeneration and Diversity in the Forests of the Niobrara River Valley , Abigail Ridder

Greenhouse Gas Emissions During the Usage Phase of Electric Vehicles in the United States, Now and in the Future , Zach Roza

Reintroduction of the Grey Wolf , Cody Willers

University of Nebraska Sustainability Recommendations , Kat Woerner

Land-Use and Potential Effects on the Western Tiger Salamander (Ambystoma mavortium) , Emily Zappia

Audit of Waste Collected Over One Week From Superior Dental Health of Lincoln , Bryclin Alstrom

Analysis of Drinking Water Disinfection Options , Bryce Carlen

Diversification of Angiosperms During the Cretaceous Period , Sakia Fields

Distribution of Green Spaces in Omaha, Nebraska , Sofia Gavia

The Effect of Agkistrodon contortrix and Crotalus horridus Venom Toxicity on Strike Locations With Live Prey , Chase Giese

Long-Term Impacts of 2019 Flood Experiences on Nebraskans’ Climate Change Perceptions , Caitlin Kingsley

How is Remote Sensing Being Used to Prevent Wildfires Today? , Luke Lauby

Regenerative Agriculture’s Potential Carbon Storage in Nebraska Soils , Jenna McCoy

Relationship of Land Use Categories and Water Quality for Low Order Streams , Jake McEnaney

Impact of Ethnic Markets on Food Accessibility in Lincoln, NE , Connor McFayden

Mitigation Strategies for Municipal Solid Waste Generation in Lincoln , Justine Mileski

Temporal and Spatial Interactions between Coyotes and Red Foxes along the Urban-Rural Interface , Adam Mortensen

Mental Health Incorporation in Nebraskan Recovery Plans Following the 2019 Midwestern Floods , Isabelle Murray

The Effect of Drought on the Bird Species Spiza americana , Emily Nelson

The Formatting of Science Communication and How it Affects Attraction to and Understanding of Scientific Information , Connor Nichols

Effects of Land Use in Nebraska on Insect Biodiversity and Eastern Monarch Populations , Carina Olivetti

The Relationship Between Time and Plant Diversity in Prairie Restorations Within the Prairie Corridor on Haines Branch , Elizabeth Park

Precipitation Impact on Crop Yield , Ian Ritchie

Investigating Predation Risk Experienced by Wintering Birds at a Supplied-Food Garden , Madison Smart

Using the Theory of Planned Behavior to Understand the Behavioral Use of Single-Use Plastic Bags by Students at the University of Nebraska-Lincoln , Josephine Stoessel

Sparking Awareness in Lincoln Electronic Waste Trends and Habits: A Student Behavioral Analysis , Zowie Vincent

Designing a Mobile App and Online Directory to Increase the Visibility of Environmental Organizations in a Community , Kayla Vondracek

The Effect of Urban Forests on Air Quality and Human Health , Chance Wilken

Climate Change & Grief: An Overview Of The Mental Health Effects Of Climate Change & How Biodiversity Loss In The Great Plains Affects Our Emotional Wellbeing , Luke Andersen

Lincoln, NE Composting in Restaurants , Brodie Baum

The Effect Of Wildlife Wellbeing On Environmental Concern , Laura Casne

Observing Spectral Response Differences In Freshwater Lakes Using Remote Sensing Technology , Brady Cooper

Nutritional Value of Crops affected by Elevated Carbon Dioxide Concentrations in Atmospheric Conditions , Alex Joseph Cusimano

A Comparative Analysis Of The Reception Of Laudato Si’ By Progressive And Traditional Catholics , Mikayla Dorff

PLANNING URBAN FORESTS IN A CHANGING CLIMATE , Ethan Dudden

The Role Of University Of Nebraska-Lincoln’s Biodigester On Sustainable Food Waste Reduction Within Selleck Dining Center , Jennifer Gilbert

Adventuring in the Winds: An Exploration of Water Accessibility, Keystone Species, Environmental Justice, and Forest Fires in the Wind River Range , Rhianna Giron

Environmental Factors On The Arctic Food Chain , Sydney Hansen

Incorporating Tallgrass Prairie Into Urban Environments , Daniel Hauschild

The Changing Habitat And Decline Of Ring-Necked Pheasant Populations In Otoe County, Nebraska , Jacob T. Herman

Ecological Perspectives of the Eastern Saline Wetlands Differ Between Visitors and Non-Visitors , Peter Janda

Analysis Of Trees Damaged From Flooding And Ice In Columbus, Nebraska , Alaina Kapla

The Effects Of Street Tree Site Planting Width On Canopy Width And Ability To Provide Ecosystem Services , Ryan Kendall

FUTURE IMPLICATIONS OF EXTREME HEAT ON PUBLIC HEALTH FOR THOSE LIVING IN LINCOLN, NEBRASKA , Mandy Koehler

Fungal Mycelium; The Key to a Sustainable Future , Sawyer Krivanek

Growth and Feeding Response in Python regius in Ambient Temperature vs. Hot-Spot , McKenzie Martinez

The Research and Analysis of Potential Gray Wolf (Canis Lupus) Habitats and Gray Wolf Management in the U.S. , YouHan Mei

Effect of Urban Green Space on Urban Populations. , Jack Mensinger

TO WHAT EXTENT HAS THE RELATIONSHIP BETWEEN HUMANS AND RED FOXES (VULPES VULPES) EVOLVED THROUGHOUT HISTORY? , Abigail Misfeldt

Diet Composition And Analysis Of Fish Species Consumed By The Eurasian Otter In A Marine/Costal Environment , Alexandrea Otto

The Effects of Phosphate on the Metamorphosis of Larval Western Barred Tiger Salamanders (Ambystoma mavortium) , Alexis Jean Polivanov

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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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• Housing, local and community
• Planning and building
• Building regulation
• Toilet provision in buildings other than dwellings: technical consultation
• Department for Levelling Up, Housing & Communities

Environmental Principles policy statement - toilet provision changes to the building regulations

Updated 15 May 2024

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/consultations/toilet-provision-in-buildings-other-than-dwellings-technical-consultation/outcome/environmental-principles-policy-statement-toilet-provision-changes-to-the-building-regulations

Phase 1: Environmental considerations

Section 1: Policy/Service

Provide a brief outline of (the changes to) the policy or service being considered, including the main rationale and aim(s), and any indicative timeframes for policy development.

To amend the Building Regulations to regulate the provision of toilets in new, non-domestic buildings, a new Part T will be added to Schedule 1 of the Building Regulations 2010 . The new requirement will require toilets in new, non-domestic buildings (excluding a small number of exemptions), or existing buildings undergoing material alterations or material change of use, to be single-sex toilets with either single-sex shared or individual hand-washing facilities. Fully enclosed universal toilets can also be provided in addition. Where space precludes single-sex toilets from being provided, fully enclosed universal toilets should be provided.

The purpose of the policy is to ensure safety, privacy and dignity for members of society when using toilets. The new requirement will make sure that provision of single-sex toilets is maintained and will also encourage the provision of universal toilets.

Secondary legislation is due to be laid on 15 May 2024.

Section 2: Assessing environmental effects

1. Does your policy have an environmental effect? Please consider the example effects and metrics listed in ANNEX A to detail the type of effect.

If yes, please complete Qs 2-6 in this section.

If no, please skip to Q7 in this section.

7. If you answered ‘no’ to Q1, please state why there is no environmental effect, either positive or negative.

You can now go straight to sections 6 and 7 in phase 3 without completing sections 3, 4, and 5.

Building Regulations and the statutory guidance accompanying them (Approved Documents) apply to new building work, or where existing buildings are undergoing a material change of use. Powers in the Building Act 1984 and Building Regulations 2010 are not retrospective.

The policy sets out the definition for types of toilets that should be provided in new, non-domestic buildings.

This policy does not:

• prescribe the number of toilets expected for a specific building type,
• consider the management and use of toilets themselves (the management and use of buildings is for the building owner/controller - the Building Regulations do not direct how buildings should be managed or used),
• require toilets to be retrospectively changed in existing, non-domestic buildings.

The provision of specific types of toilet accommodation, including single-sex and universal toilets, is not mandated in the current Building Regulations. The new regulation will state “toilet accommodation in buildings other than dwellings must consist of reasonable provision for male and female single-sex toilets” or “where space precludes provision of single-sex toilets, universal toilets.” The new regulation also states toilet accommodation “may consist of universal toilets in addition to single-sex toilets.” Therefore, the new policy does not require the construction of toilets where before there was no such requirement.

As there are no direct environmental effects from the policy, none of the five environmental principles are relevant.

Phase 3: Evidencing compliance

Section 6: informing ministers.

Sections 2-5 are designed to guide a robust assessment of environmental factors within policymaking. Following this consideration, in order to comply with the duty, policymakers must provide an explanatory overview to Ministers, demonstrating that appropriate thought has been given to the Policy Statement, and to set out the outcome of such consideration in terms of how the policy is shaped i.e. What action has been taken in applying the principle(s)? What action has been taken as a consequence of the principle(s)? This is likely to be done in the latter stages of policy making, when the proposal is more fully developed.

Structure of the explanatory overview, to be included in relevant submissions when seeking a policy decision:

You have a statutory duty to consider the policy statement under the Environment Act 2021. Our assessment of environmental effects found there to be no direct environmental effects, positive or negative, from the proposed policy. The policy defines types of toilets that can be provided in new, non-domestic buildings but does not prescribe the number of toilets expected for a specific building type, nor does the policy consider the management and use of toilets themselves. The policy does not require toilets to be retrospectively changed in existing, non-domestic buildings. Therefore, there are no environmental effects directly from the policy itself.

Hence, none of the five environmental principles are relevant and no change to the policy is advised.

The principles must be applied proportionately. This means that ministers should balance social, economic, and environmental considerations in making policy. They should consider the environmental effects of a policy and the value of any mitigating actions. They should consider this in the context of the associated costs and benefits to society of the policy’s primary objectives, as well as the financial and economic costs and benefits. This includes the potential costs of effects on the environment, and any related ecosystem services.

Where there is a substantial risk to the environment, the weight given by Ministers to the policy statement increases. If this is the case, you may wish to annex relevant pieces of your assessment in order to support your explanatory overview. Equally, if the potential environmental impact is limited, then a lighter-touch action may be appropriate and in some cases no change to the policy will be appropriate.

Section 7: Support & sign-off

1. Please review the analysis and summary of the Environmental Principles in your submission with your legal team before sending the submission.

2. Have you consulted with your work area’s Environmental Principles Policy Champion, or the Central Strategy Team?

We have shared the analysis of this assessment with our legal team and have consulted with the environmental principles policy champion, as well as departmental guidance on the principles, prior to seeking ministerial sign-off for the policy.

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SpaceX Starship-Super Heavy Project at Kennedy Space Center Launch Complex 39A

Project updates, proposed action.

The Federal Aviation Administration (FAA) as the lead Federal agency intends to prepare an Environmental Impact Statement (EIS) to evaluate the potential environmental impacts of issuing a commercial launch Vehicle Operator License to SpaceX for the Starship-Super Heavy launch vehicle at Launch Complex 39A (LC-39A) at Kennedy Space Center (KSC), Florida. SpaceX proposes to construct launch, landing, and other associated infrastructure at and in proximity to LC-39A. The proposal would also include Starship-Super Heavy launches at LC-39A; recoverable Super Heavy booster and Starship landings at LC-39A or on a droneship; and expendable Super Heavy booster and Starship landings in the ocean.   SpaceX must obtain a vehicle operator license from FAA for Starship-Super Heavy launch and landing operations. Issuing a vehicle operator license and approving airspace closures is considered a major Federal action under the National Environmental Policy Act (NEPA).  In consideration of SpaceX’s revised proposal, National Aeronautics and Space Administration (NASA) and FAA have determined that an Environmental Impact Statement (EIS) is the appropriate level of NEPA analysis to address the adjusted scope of Starship-Super Heavy at LC-39A. SpaceX will prepare the EIS under the supervision of the FAA which will serve as the lead agency at NASA’s request. While the 2019 EA prepared by NASA provides an analytical baseline, the environmental impacts of these proposed changes to Starship-Super Heavy LC-39A development and operations will be specifically analyzed in this EIS.  The EIS will consider the potential environmental impacts of the Proposed Action and the No Action Alternative. The successful completion of the environmental review process does not guarantee that the FAA would issue a Vehicle Operator License. The project must also meet all FAA safety, risk, and indemnification requirements for the appropriate license.

Scoping Period

Providing public comments.

The FAA published the Notice of Intent (NOI) to prepare an EIS to evaluate the potential environmental impacts of issuing a commercial launch vehicle operator license to SpaceX for the Starship-Super Heavy launch vehicle at LC-39A at KSC, Florida on May 10, 2024, on the Federal Register .  Publication of the NOI initiated the public scoping period. The FAA invites interested agencies, organizations, Native American Tribes, and members of the public to submit comments which will inform the FAA on the significant issues to be analyzed in depth in the EIS (e.g., range of actions, alternatives, environmental impacts). Comments, statements, or questions concerning scoping issues must be identified with FAA-2024-1395 and may be provided to FAA as follows:

• Federal E-Rulemaking Portal:   https://www.regulations.gov . Retrieve the docket by conducting a search for “FAA-2024-1395” and follow the online instructions for submitting comments.  Please note that the FAA will post all comments on the Internet without changes, including any personal information provided.
• By U.S. mail to Ms. Eva Long, FAA Environmental Protection Specialist, c/o Leidos, 2877 Guardian Lane, Virginia Beach, VA 23452.

The FAA encourages submitting comments electronically through the Federal E-Rulemaking Portal. If comments are submitted electronically, commenters do not need to also submit a hard copy. All comments received will be posted without change to https://www.regulations.gov . Before including your address, phone number, e-mail address, or other personal identifying information in your comment, be advised that your entire comment – including any personal identifying information you provide – may be publicly available at any time.  While you can request in your comment to withhold your personal identifying information from public review, we cannot guarantee that we will be able to do so. To ensure sufficient time to consider issues identified during the public scoping period, comments should be submitted no later than June 24, 2024 . All comments will receive the same attention and consideration in the preparation of the EIS.

Participating in Public Scoping Meetings

FAA will hold three IN-PERSON scoping meetings and one VIRTUAL public scoping meeting.  The meetings will allow the public to receive information on the Proposed Action, meet lead and cooperating agency representatives, and provide comments to the record. 

The IN-PERSON meetings will be held on June 12, 2024, and June 13, 2024.  

• The June 12, 2024, meetings will be held from 2 p.m. – 4 p.m. and 6 p.m. – 8 p.m. (Eastern) at the Radisson Cape Canaveral, 8701 Astronaut Blvd, Cape Canaveral, Florida 32920.  
• The June 13, 2024, meeting will be held from 6 p.m. – 8 p.m. (Eastern) at the Kennedy Space Center Visitor Complex, Space Commerce Way, Merritt Island, Florida 32953.
• All meetings will consist of an open house information-station format wherein the FAA will provide information describing the purpose of the scoping meetings, project schedule, opportunities for public involvement, Proposed Action and alternatives summary, and environmental resource area summary.  Fact sheets will be made available containing similar information.  At any time during the meetings, the public will have the opportunity to provide verbal comments to a court reporter or written comments via a written comment form at one of several commenting stations.  English-Spanish translation services will be provided at the in-person meetings.

The VIRTUAL meeting will be held on June 17, 2024; 6 p.m. – 8 p.m. (Eastern); the URL and call-in number for the meeting will be provided in advance on the FAA’s SpaceX Starship-SuperHeavy at Kennedy Space Center's project webpage .

• The virtual meeting will consist of a closed-captioned auto-run presentation describing the purpose of the scoping meetings, project schedule, opportunities for public involvement, Proposed Action and alternatives summary, and environmental resource area summary.  Presentations will be run at the beginning of each hour. Members of the public may provide written comments via the chat function during the presentation and for the remainder of each hour.  Verbal comments up to three minutes can be given after the completion of each presentation.  A moderator will facilitate verbal comments.  English-Spanish translation services for verbal comments will be provided.  Both English and Spanish versions of the presentation will be made available to the public on FAA’s project website.

If any accommodation for the public meetings is needed, (such additional translation services) please submit a request by June 5, 2024, to the project email address: [email protected] . 

Project Background

When fully operational, SpaceX proposes that the Starship-Super Heavy launch vehicle will offer a heavy lift platform that expands the company’s ability to execute the totality of its current and expected future customers’ requirements.  By providing a reusable launch vehicle, SpaceX proposes that the Starship-Super Heavy would deliver efficient access to space and enable cost-effective delivery of cargo and people to the moon and Mars.  Currently, SpaceX is conducting flight tests of the Starship-Super Heavy at Starbase in Boca Chica, Texas, an exclusive use launch site that serves as SpaceX’s primary research, development, and flight test launch facility for the vehicle. In September 2019, the NASA completed the Final Environmental Assessment for the SpaceX Starship and Super Heavy Launch Vehicle at KSC (“2019 EA”) to evaluate the potential environmental impacts resulting from construction and operations associated with utilization of LC-39A for the SpaceX Starship-Super Heavy launch vehicle in practical applications. LC-39A is a SpaceX-leased launch site located on northern KSC property and currently supports SpaceX’s Falcon 9 and Falcon Heavy launches.  Within the context of the 2019 EA, the scope of the Proposed Action was defined as infrastructure development and Starship-Super Heavy operations.  Infrastructure development included construction of a launch mount, liquid methane farm, transport road, deluge water system, landing zone, and high-pressure gaseous commodity lines. Operations involved approximately 24 Starship-Super Heavy launches per year. NASA’s resultant Finding of No Significant Impact (FONSI) issued on September 19, 2019, concluded that the environmental impacts associated with Starship-Super Heavy infrastructure development and operations would not individually or cumulatively have a significant impact on the quality of the biological or physical environment.  SpaceX did not submit a vehicle operator license application for the Starship-Super Heavy launch operations at LC-39A subsequent to the completion of the 2019 EA; therefore, the FAA did not have a federal action to adopt NASA’s EA/FONSI.  While the purpose and need for Starship-Super Heavy at LC-39A have not changed since the 2019 EA, the Starship-Super Heavy concept of operations has evolved from the original 2019 EA scope. SpaceX now proposes to construct additional launch infrastructure not previously contemplated in the 2019 EA; launch an advanced design of the Starship and Super Heavy vehicle; operate at a projected higher launch tempo; and land the Super Heavy booster at LC-39A in support of the reusability concept. Starship landings are no longer proposed to occur at Landing Zone 1 at Cape Canaveral Space Force Station.

• The 2019 EA can be accessed here .
• The 2019 FONSI can be accessed here .

Stay Informed

Subscribe to our mailing list to receive updates on this project. Please utilize one of the methods described above to submit public comments. Comments sent to the project email will not be considered a formal public comment.

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