Pollution is a state where environment is being dirty.

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On September 12, 2013, environmental groups filed a law suit against Duke Energy for their inability to properly clean up toxic ash, which has caused the pollution of Sutton Lake and severe groundwater pollution in the surrounding area (WWAY)....

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Industrial pollution around the world should not be permitted to stay in the current levels it is allowed to be in due to the damage it is causing to the health of both humans, and the natural environment....

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This module aids the transition to university by developing basic learning skills including reading and essay-writing as well as field observation and recording, through lectures and small-group tutorial work. In the Green London Project students explore urban environmental management in London, developing their social capital by working in small groups, becoming part of the community of geographers and environmental scientists at QMUL and learning how research, including ¿citizen science¿, can impact on organisations that are managing green spaces in London.

Holdgate (1979) proposed that pollution is the introduction of matters or energy into the environment by man that caused adverse impacts.


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Without knowledge, there can be no application. This module is designed to bring you `face to face¿ with the regulators, policies and their science base, as these potential employers (e.g. CEFAS, Defra, the Environment Agency, Natural England) will give lectures on topical issues. The focus is on human impacts upon ecosystems, including pollution and habitat alteration and how these can be mitigated. National and international legislation and directives are considered (e.g. EU Water Framework Directive). Guest lecturers will also include consultants who will be able to advise on career paths. As a detailed case study, you will visit the River Communities Group based in Dorset for one week and investigate the link between successful science and policy: for example, contemporary aspects of the EU Water Framework Directive will be considered, including underlying methodology behind bioassessment and biomonitoring (e.g. RIVPACS). This will be closely linked to how the Environment Agency is working with Defra Test Catchments (DTCs).

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This module covers some of the fundamental skills required by biomedical scientists. This module is structured around three main themes:

(1) Acquiring Essential Skills for Biomedical Sciences.
The module will support students in acquiring a variety of key skills such as data and information handling, oral and written communication skills (including essay writing), experimental design, literature search techniques and appropriate use of referencing and citations in the biomedical sciences. The module will explain how certain aspect of mathematics and chemistry underpin biomedical sciences and will support students in acquiring basic numerical and chemical skills (including SI units, order of magnitude, basic geometry, calculation of concentration and molarity, scales in time, linear and logarithmic equations and graphs). Students will also be introduced to the use of statistical analysis to support biomedical sciences.

(2) Considering the role of biomedical sciences in the ¿real world¿.
Through personal investigations, workshops on critical thinking and a series of talks from professionals, students will be encouraged to consider the role of biomedical sciences in an applied context and gain a more global perspective of their discipline.

(3) Exploring Career Pathways.
Students will be given an opportunity to explore various career choices, to reflect on their own career aspirations and to meet with professional scientists from diverse backgrounds.

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This module teaches the practical and analytical skills required for biochemists. This module is structured around four main themes:
(1) Acquiring Practical Skills in Biochemistry. Starting with basic laboratory safety and routine laboratory procedures, the module then move on through protein extraction and purification to microbiological and physiological techniques and techniques of practical chemistry.
(2) Acquiring Essential Practical Skills for Biochemistry. This module will support students in acquiring a variety of key skills such as experimental report and essay writing, data and information handling, oral and written communication skills, literature search techniques and appropriate use of referencing and citations. Students will also be introduced to the use of statistical analysis to support biochemistry.
(3) Considering the role of Biochemistry in the ¿real world¿. Through personal investigations and workshops on critical thinking, students will be encouraged to consider the role of biochemistry in an applied context and gain a more global perspective of their discipline.
(4) Exploring Career Pathways. Students will be given an opportunity to explore various career choices, to reflect on their own career aspirations.