The following positions have been adopted by the ASA Panel on Public Policy and endorsed by the Executive Council:
Acoustic emissions of wind turbines include airborne, underwater, infrasonic, and structure borne sounds, and have been reported by individuals living near these facilities. Wind turbine acoustic emissions and their potential effects should be investigated and fully addressed in an interdisciplinary manner. The Acoustical Society of America urges that guidelines for relating wind turbine sound descriptors to probabilities of adverse effects be developed, to aid in wise wind energy planning. Methods for measuring and quantifying wind turbine acoustic emissions, particularly at very low frequencies, should be developed that support the interdisciplinary findings.
The Acoustical Society of America is committed to making acoustics education, research, and practice accessible to everyone.
Additional diversity information can be found at http://www.acosoc.org/diversity/Statement.html
The ASA affirms that classrooms shall meet the noise and reverberation levels specified in the relevant part of ANSI/ASA S12.60. Further, provided that sound field amplification systems are used in conjunction with ANSI/ASA S12.60, the ASA recognizes their usefulness for core classrooms to augment teachers' voices as multimedia sound distribution systems. In case of moderate activity noise, the sound field amplification system can be employed to augment the teacher's voice, especially for a quiet topic. Amplification systems should not be used in attempt to substitute for good acoustics. To ensure their success, the ASA advocates that classroom noise levels and reverberation times be documented prior to installing sound field amplification systems. Acoustical consultants or credentialed school audiologists properly trained and equipped may screen and document classrooms for sound field systems.
Noise in Wilderness
The Acoustical Society of America advocates the restoration of the natural soundscape in federally protected areas.
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