Reading Report Essay Example for Free

Reading Report Essay Remedial phonics teaches students to break words down into phonemes or speech sounds, the smallest units of spoken language. Students must learn to recognize phonemes and their corresponding letter combinations to the point where it becomes automatic. This requires a lot of drill and practice in two directions: auditory to visual, and visual to auditory. In auditory drills, students might listen to the phoneme and write down the corresponding letter. In visual drills, they might practice recognizing letters and sounding them out. Teaching students to recognize and use different types of syllable is another crucial element in a remedial phonics program. A key skill in learning to read is dividing longer words into syllables. Once students have mastered the basic phonemes, they are ready for a more advanced study of morphology, which breaks down words into their smallest units of meaning. These units, called morphemes include affixes, base words and roots. Syntax (formal grammar) and reading comprehension strategies are also taught. Traditional classroom teaching tends to emphasize auditory and visual learning, but does not give students much opportunity to use touch or movement in acquiring new information and skills. Remedial phonics instruction must utilize all three learning pathways simultaneouslyauditory, visual and kinesthetic-tactile. READER’S LOGIC: Intensive phonics instruction is widely regarded as the best remedial approach for students who have difficulty learning to read and spell. This is especially true of intelligent children who are less sensitive to the speech sounds that make up words, or who may have difficulty with visual processing. There are no quick fixes, but with the right instruction these students can learn to read and write as well as anybody. Elementary Reading Help: Reading Aloud to your 3rd and 4th Graders AUTHOR’S LOGIC: Reading is a basic focus and receives a lot of attention in class, but there isnt enough time in the school day to reinforce all the skills your child is expected to master. Elementary school students benefit from any outside help they can get to help them master the fundamentals of reading. Parents can help by reading aloud with their students. Reading aloud encourages students to practice reading skills like clear enunciation. It can allow parents to monitor their third and fourth graders reading. Best of all, reading aloud can help bring your family together. Many families have a hard time developing, and sticking to, a reading schedule. But the sessions dont need to be long. You can build it into the bedtime ritual. Its a great time for you and your student to bond and relax before going to sleep at the end of a hectic day. If you have more than one child, try reading with each child separately. This gives children the chance to read at their own pace and ability and creates a special time for just the two of you. Parents can create a reading ritual very early in a childs life. In fact, within the first few months of life, an infant can watch pictures and listen to your voice as you read. You can help your baby or toddler with word recognition by pointing at an object as you say the objects name. Have your child follow along with the words using their pointer finger. By reading together, you can select works that are slightly beyond their current reading skill level. Helping your child with words and concepts they dont understand will build their vocabulary. Its a great way to foster growth without the pressure of assignments that comes with school lessons, which can be discouraging. Letting your child read something they like is the best way to help them see the value of learning to read. After finishing your reading, make sure to leave ample time to discuss the story afterward. This will help you determine if your elementary school student is comprehending the stories and strengthening their reading skills. Ask questions during the reading so you can reread any parts of the story your child has missed. Let your child quiz you as well. This will keep him or her involved in the story. READER’S LOGIC: One of the best things a family can do to promote reading is to read books to each other, aloud. Read on to learn how to start a family reading program that will be beneficial to your elementary school student. Making the Home a Reading-friendly Place AUTOR’S LOGIC: One of the most important things a parent can do to create friendly learning environment is to ensure their children have access to all of the necessary materials. Parents should stock paper, pencils, pens, crayons, and markers in an area their child has access to. Additionally, make sure there is a table where your child is comfortable drawing and writing. Alphabet and word magnets can help foster creativity in children. The magnets allow children to learn their alphabet, spell out words and write sentences. A variety of age-appropriate books is also important in creating a reading-friendly household. Parents should aim to expose their children to numerous writing styles and resources. For example, a parent of a small child should have at least one alphabet book, several rhyme books, picture books, and books of short stories. Each type of book will help your child develop the skills he or she needs to become a well-rounded reader and provides your child with the freedom and opportunity to explore reading on his or her own. You and your child can expand reading options by visiting your local library or book stores regularly. Take your child when you go to the library and bookstore to expose him or her to all of the reading possibilities that are available to children of their age. Supplying a child with reading and writing supplies is not enough by itself. Parents should read with their children at home. It is recommended that parents read with their child several times a week. Reading together will encourage your child to explore this skill on their own. Additionally, it is the parents opportunity to teach basic reading skills. Start reading to your child as soon as possible, even when they are still infants. This will help you develop the habit and skill of reading aloud. Reading to a baby and toddler will also help them with word recognition and vocabulary. Parents are also encouraged to help children learn the alphabet and how to properly write the letters of the alphabet. Expanding a childs vocabulary and verbal communication skills will encourage them to improve reading. Try to teach your child several new words each week and show him or her how to use them in a sentence. Parents should also encourage their kids to talk about their day and various experiences like parties and field trips. Doing this will help a child learn how to convey thoughts and how a story is formatted. Reading your own books, magazines and newspapers also helps to create a reading-friendly household. This is because you are setting an excellent example for your children. Youngsters often copy their parents actions, so reading on your free time will encourage them to do this action as well. Children will fail to value reading if their parents never take the time to read! READER’S LOGIC: Parents should strive to create a nurturing household. One aspect of a nurturing environment is making the home an environment that welcomes reading. Read on to learn more about making your home a reading friendly place. In order for a child to excel at school, he or she must be exposed to pre-reading and reading skills in their home. Many parents are unsure exactly what type of activities to implement in order to create a reading-friendly house environment. Working with your Child to Develop Stronger Math Skills AUTHOR’S LOGIC: Be sure your young learner has a mastery of creating the numerals in writing. Its a separate skill. Some children can count and even add large numbers in their head or with props from a very young age, but have difficulty when it comes to working it out on paper. Games are a great way to build understanding. In school math can be just another subject. Building a recognizable link between school work and daily  life is crucial to education. You can get board games, computer games, online games, or you can just make adding or sequence games up as you ride along in your car. Find math in the kitchen, in the garden, in the play room. Number games make counting and working with numbers a fun part of life instead of a daunting required subject. Understanding spatial relationships is an often underestimated but fundamental skill. Just making a letter fit on the line involves the ability to estimate and work with space. Measuring furniture, floor space, the distance from the bedroom to the bathroom are all great exercises. You can work with inches and feet, and convert from one to the other. In time youll be able to explore the metric system and begin measuring volume. This will help give your child a sense of how things fit together and how to work with the numbers that describe those relationships. The math children use in school is just a formal application of all kinds of daily experiences. When a child makes that realization, a light will go on and hell become curious. When curiosity sets in, learning becomes fun. When learning becomes fun theres no stopping it! A child who struggles with math at school doesnt need constant drilling of specific problems. He needs varied experiences that allow him to work with numbers in a hands on way. When he has the concepts woven into his perspective, hell be better equipped to handle the formal arithmetic he encounters in the classroom. READER’S LOGIC: Math skills develop from every day life experiences long before they are formalized in the classroom. From writing the numerals correctly to grasping basic math facts, you can help your child develop math skills according to their natural ability and learning style. Children develop math skills at different rates and in different ways. A common problem is that a child has trouble remembering math problems no matter how many times they review them. Its important to stimulate a childs mind in various ways to reach him as an individual and build a connection between his mind and the material he needs to master in school. Here are some ways to approach the teaching of math and things to watch for that take into account the varied rates of development in different children. Teaching Reading to Older Kids Who Have Learning Disabilities AUTHOR’S LOGIC: Short vowels usually occur before one or more consonants when in closed syllables. Students can be taught to read the syllables and then to spell them in longer, age-appropriate vocabulary. Once they have six or seven syllable types under their belts, students can chunk sequences of letters together, recognize them visually as a unit and understand spelling patterns. As syllable recognition develops, students can learn more about prefixes, root words and suffixes, to the point where they can link meaning with the spelling components of the new words they encounter. Some learning-disabled readers struggle with word retrieval. That means they dont develop word sufficient word recognition. Quick speed drills can develop automatic recognition of syllables and words and phrases. In one drill, a student will read several lines of easily confused syllables, such as pre, pro and per. Other methods include taking turns with a passage in a group setting, reading along with a tape-recording, reading an assigned part in of a play and rereading familiar text. Teachers use new words as often as possible in classroom conversation and reward students for noticing, or if the student uses the word outside of class. Students are taught to use context, root words, word origins to figure out word meanings. In the best case, word study will linked to class subjects. READER’S LOGIC: Learning disabled students struggle with math and reading, but socially they can be as developed as their classmates. Age appropriate settings and methods help older students who struggle with learning disabilities to acquire the math and reading skills they lack. Techniques for teaching older kids to overcome their reading disabilities enables students to learn in an environment appropriate to their age and social development. Students who progress in reading at a normal rate can read most of the words in their daily vocabulary by 4th or 5th grade. After that, new words come at the rate of several thousand new words per year, primarily through reading. Most older readers who suffer learning disabilities are exposed to more spoken words than they can read. Older students have to overcome a huge vocabulary deficit before they can get beyond the 5th grade reading level. The following are three common areas where older reading-disabled students tend to struggle, along with methods employed to teach them what they need to excel beyond the limits of their disability.

Matza’s (1964) Delinquency and Drift

Matza’s (1964) Delinquency and Drift David Matza’s work is often is said to have offered a necessary counteraction to the postulates of the subcultural theory (Young: 1974). In 1957 David Matza and Gersham Sykes presented a radically new theory of deviant behaviour in their seminal work entitled, Techniques of Neutralisation: A Theory of Delinquency and again collaborated in 1961. The dialogue was significantly extended by Matza in his subsequent works, Delinquency and Drift (1964) and Becoming Deviant (1969). This paper will provide a description and evaluation of Matza’s theories. It will then proffer a brief discussion on why Matza’s writings on crime presents a shift from traditional subcultural theories. Matza’s work shows a rethink about deviants and how they process and rationalize their crime. He questions the notion that deviants are inherently opposed to societal norms and codes of conduct, and that their actions signify a rejection of the rule of law. He maintains that delinquent values do not necessarily follow a consistent continuum, and therefore to say that delinquency and deviants reject the rule of law is erroneous. He uses the examples of teenage delinquents to demonstrate that while many teenagers commit delinquent acts, many do not offend within a delinquent space or a delinquent subculture. He argues that many times they can immediately return to continuous actions which demonstrate affinity with â€Å"normalcy†. In these instances, Matza argues that instead of being in opposition to the rule of law, some acts of delinquency represent a loosening or distance from more positively favoured and consensus value systems to an adoption of what he terms â€Å" subterranean† values. Matza and Sykes (1961) differentiated between subterranean values and formal or mainstream values to highlight this point. Matza identifies formal values as those which demonstrate deferred gratification, can be predictable, respect bureaucratic processes, not aggressive, and conforms to the normal routine. They also have an introspective characteristic which refrains from euphoria, plans meticulously, shows reservation and restraint, and is non-impulsive. Conversely, subterranean values are identified as: relishing short term hedonism and excitement, always seeking change and alternatives, impulsive, very sociable and carefree, and is not afraid to display to aggression. Within this framework, Matza defends his argument by stating that deviants who accept subterranean values usually accentuate these characteristics for short term personal gains, or during leisure periods. Taylor et al (1973) suggests that Matza’s work (1964) represents an attempt to avoid distorting the motivations of the delinquent and to present a naturalistic analysis of deviant behaviour. Matza contends that theories which strive to label some deviants and establish sub-cultures of deviance, overstate the levels of delinquency and are a result of positivistic influences which attempt to find psycho-social reasons for non-conformity. He articulates that it is flawed to assume delinquent subcultures are zealously embraced by deviants, furthermore, he points out that this intermittent interaction with subterranean values is normal because these values are replicated many times throughout society, albeit most times in controlled environments. He argues that traditional positivistic models of deviance, depict an â€Å"antagonistic disjunction between deviant or subterranean values of larger society† (Taylor et al: 1973) which is simply not true. Instead he argues that dev iants use techniques of neutralization as excuses for committing delinquent acts. Matza identified five techniques of neutralization employed by deviants to rationalize their non-conformity: (1) Denial of responsibility , wherein, the offender deflects blame with language such as â€Å"it was not my fault† or â€Å"it wasn’t really me who did it†. The deviant attributes their actions to the flaws of the wider substructure or environment. (2) Denial of injury, where the delinquent defends their actions on the grounds that it did not cause harm to anyone and substitutes moralistic condemnation on their actions with more favorable terminologies. For example, vandalism would be seen as â€Å"just mischief†. (3) Denial of a victim, where they place the victim as the offender in language such as â€Å"they had it coming† or â€Å"it didn’t affect them†. (4) Appeal to higher loyalties, where the delinquent places himself as torn between two groups with a need to commit the act in the interest of one group. A typical exampl e can be found with foreign national women who do transnational drug couriering, who mostly say they do it because of the economic needs of their children. (5) Condemnation of the condemners, where the offender deflects focus from their actions to chastise the motives of those who condemn the offending act. Those who condemn are usually classified by the deviant as hypocrites. Matza’s (1964) Drift Theory attempts to situate the deviant in a less deterministic space than positivistic influenced theories allow. He suggested that persistent delinquent behaviour can be explained by a convergence of subterranean values and formal ones, in the absence of stabilizing forces which reinforce the more moralistic formal values. The slow movement from formal and introspective values to more permanent subterranean characteristics is called a â€Å"drift†. In their period of drift, Matza contends that delinquents utilise the neutralizing techniques previously discussed, to weaken society’s grasp on their value system. He is however, not without his critics, who point out that Matza underplay offending behaviour and neglects to use his theory as a lens for more violent forms of delinquency (Newburn: 2007). Matza’s reasoning presents a shift from traditional subcultural theory which is more deterministic in its labelling and examination of deviants. Subculture theory contends that there are dominant cultures and deviant subcultures and they situate the deviant within the latter, because of their non-conformity. Subcultural theory romanticize the dominant culture as always existing within a positive moral space. It sees delinquency as a complete opposition to mainstream values and culture. Matza, on the other hand, advocates that delinquents do place value on mainstream cultures, but may refrain from displaying or voicing such views because they fear rejection from peers. He contends that subterranean values exist alongside those of the so-called dominant culture. This argument was partly sanctioned by Wolfgang and Ferracuti (1967) who proffered the example of the male who is compelled to violence to defend the honour of his mother, wife or children. While, this male is predispose d to accepting the dominant culture, his naturalistic tendency to defend in such situations, point to the co-existence of subterranean, even within mainstream cultures. References Matza, D. (1969) Becoming Deviant. New Jersey: Prentice Hall. Matza, D. (1964) Delinquency and Drift. New York: John Wiley and Sons. Matza, D., Sykes, G. (1961) Juvenile Delinquency and Subterranean Values. American Sociological Review Vol. 26, 713-719. Newburn, T. (2007) Criminology. Cullompton: Willan. Sykes, G., Matza, D. (1957) Techniques of Neutralization: A Theory of Delinquency. American Sociological Review, Vol. 22, 664-670. Taylor, I., Walton, P. Young, J. (1973) The New Criminology: For a Social Theory of Deviance. London: Routledge. Wolfgang, M., Ferracuti, F. (1967) The Subculture of Violence. London: Travistock Publishers. Young, J. (1974) New Directions in Subcultural Theory. In, John Rex (ed) Approaches to Sociology: An Introduction to Major Trends in British Sociology. London: RKP. 1

Relationship Between Construction Industry And Global Warming Environmental Sciences Essay

Relationship Between Construction Industry And Global Warming Environmental Sciences Essay Global warming refers to an average increase in the Earths temperature, which cause change in climate. This phenomenon is mainly caused by human activities which emit greenhouse gases (GHGs) such as carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs) and sulphur hexafluoride (SF6). It is believed that the use of non-renewable energy has increased the carbon concentration in the atmosphere and has also increased the Earths temperature. Among all the human activities that emit GHGs, construction industry should held responsibilities too. In a recent publication by Intergovernmental Panel of Climate Change, it was indicated that the largest growth in the carbon emissions has come from electricity generation, transport, industry and above all, from building operation (Radhi, 2009). Therefore, is the operation and construction of building emits CO2, not the building itself. Energy required for a building to operate is mainly on heat ing and cooling purposes. In United States (US), a full 30% of CO2 emission is caused by built environment. While in United Kingdom (UK), energy use related to construction industry amounts to around 55% of national energy consumption, which means the industry is also the source of 55% of CO2 emission (Parsa and Farshchi, 1996). In order to reduce carbon emission, constructing a building with energy efficiency or low carbon emission is a trend in nowadays construction industry. To achieve a building with low or even zero carbon emission, the design and equipment used by the building is crucial and must be energy efficient. For example, instead of using artificial lighting, natural lighting is being use for the same purpose while mechanical ventilation is replaced by natural ventilation. Besides, the issue of global warming has had governments concern. Lots of regulations and restrictions have been amends to reduce carbon or GHGs emission. Among all those regulations, Kyoto Protocal is the one most well known. The purpose of Kyoto Protocal is to reduce the emission of GHGs from industrialised countries by 5.2% of the 1990 levels by a commitment period between 2008 2012 (Hill, 2001). On the other hand, the UK Climate Change Bill will commit the UK law to a target of at least a 60% reduction in CO2 emission by 2050. 1.3 Aim To analyse how construction industry could contribute to global warming and what efforts have been made in order to reduce global warming. 1.4 Objectives To study the factors in which construction industry had caused global warming. To determine the role of governments in setting rules and regulations to reduce global warming. To identify efforts that has been done by local construction industry to follow the green footsteps. 1.5 Background Global warming has been a growing global concern in recent years. Global warming could leads to greenhouse effects, climate change, rise in mean sea level, acid rain and depletion in ozone layer (Parsa and Farshchi, 1996). Global warming is caused by emission of anthropogenic greenhouse gases. Among basket of GHGs, CO2 plays the most vital role. Due to the developing of each country, it can be seen that the carbon emission has become more serious. During the 150 years of the industrial age, the atmospheric concentration of CO2 has increased by 31 percent (West, 2009) Carbon emission comes from domestic industry, burning of fossil fuels, transport and many other factors. Among all those sources, burning of fossil fuels or non-renewable energy for electricity generation emits the most carbon dioxide. Besides, CO2 could lead to greenhouse effects as heat from sun and lighting is being trapped in earths atmosphere and causing the rise of temperature in earths surface (Mahwah, 2000). On the other hand, climate change means a change in long term weather pattern. While rise in mean sea level is because of melting of south and north pole ice due to rising temperature. Other than carbon dioxide, release of methane is another factors causes global warming. Over 150 years of industrial age, there has been 151% rise in atmospheric methane level mainly from agricultural activities (West, 2009). Emission of nitrious oxide which is another kind of greenhouse gases also emitted mainly due to various agriculture and industrial process. Besides, hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6) are also categorised in the basket of greenhouse gases. 1.6 Scope of Study This study will include the definition and cause of global warming, efforts made and role of government in reducing global warming. This study would reveal the awareness of construction industry in global warmings issue and what have been done to reduce it. It is done through observing whether there are increasing numbers of sustainable or green buildings. Besides, since this issue has raised global concern, this study also would show what haven been done by government regard this matter. In order to find out causes of global warming, information would be search online or in library. A case study will be conduct in order to have a further understanding of efforts made to reduce global warming. Zero energy office which is located at Bandar Baru Bangi would be visited and interviewed the relevant personnel. This building is the first completely self-sustainable building in Southeast Asia. The design, equipment and other sustainable items in that building would be studied. Interview wit h the related person should be carrying out if possible to have a deeper understanding on the buildings principal. 1.7 Methodology Stage 1: Literature review This is a stage where a lot of comprehensive review is required to have a broader knowledge about global warming. I will be looking for secondary data source at this stage which is through reading articles or journals from online resources or library. The resources that I am looking forward are mainly on causes of global warming which related to construction industry and rules and regulations set out by government to deal with global warming. Stage 2: Case study In order to have a more in-depth analysis of global warming awareness in construction industry, I will be conducting a case study in Malaysia by searching for energy efficient or low carbon emission building. The building that I found which fit to the requirement is Pusat Tenaga Malaysia located at Bandar Baru Bangi, Kuala Lumpur. I will visit to the building and conduct an interview with the person in charge of the building in order to have a deeper understanding of how it works and its principle. This case study would be used to establish the efforts that have been made to reduce global warming. Stage 3: Evaluation of case study After conducting a case study, I will review and analyse the information and photos collected in the building that I have studied. It is to identify whether the building is really environmentally friendly and is it capable of reducing the impact to environment to minimum. Stage 4: Writing up After doing all the research, understanding and getting enough information, it enables me to writing up the content following the dissertation that I proposed in this stage. Chapter 2: Literature Review 2.1 Introduction In this chapter, issues related to causes of global warming and environmental regulations which are related to construction industry are going to be talked about. When someone mention about global warming, many are pointing fingers to construction industry and recent studies have showed that construction industry do held responsibilities. In construction industry, the energy usage to operate building, embodied energy and construction activities are those which held responsibilities in carbon emissions. However, due to global awareness, many countries have come out with solutions to solve this issue and governments play an important role in this matter. In order to reduce carbon emissions, many rules and regulations have been set to ensure that they are complied by designers and contractors. Such rules and regulations are Kyoto Protocol, Climate Change Act 2008, Carbon Reduction Commitment, Display Energy Certificates and others relevant regulations. Regulations set are mandatory for construction parties to follow and hope that it will reduce carbon emissions and save our earth. 2.2 Definition 2.2.1 Global Warming The meaning of global warming as according to Dr. Spencer (2007) shows that global warming: is the expected slow, gradual warming of the lower layers of the Earths lower atmosphere by the slowly increasing concentrations of man-made greenhouse gases, primarily carbon dioxide, and to lesser extent methane. These gases trap infrared radiation, which is heat radiation that cools the Earth. 2.2.2 Construction Industry Construction industry can be divided in to three groups which is heavy and civil engineering construction, general construction and specially trades (Economy Watch, 2010). Besides, based on Economy Watch (2010), construction industry brings the meaning of: This industry is mainly an urban based one which is concerned with preparation as well as construction of real estate properties. The repairing of any existing building or making certain alterations in the same also comes under construction industry. 2.3 Causes of Global Warming by Construction Industry 2.3.1 Facts that Construction Industry Caused Global Warming It is undeniable that construction industry should bear responsibilities for causing of global warming. Activities related to building are responsible for 35% to 45% of CO2 releases into the atmosphere. In Australia, 40% of its country energy is used for heating, cooling, building and demolishing of building (Dixon, 2008). Energy that generated to fulfill all the needs emits CO2. Besides, similar conditions occur in UK whereby about 50% of UKs total CO2 emissions have caused by construction, occupation and maintenance of buildings (Gibbs, 2007). On the other hand, buildings in US responsible for about 38% of the carbon emissions which is 39% of USs energy and 68% of its energy (WBDG, 2009). Although it is proven that construction industry is the main contributor to global warming, among the six gases in GHGs, CO2 is the gases that construction industry should held most responsibility. Another GHGs release by construction industry is CFCs and HFCs which were used in refrigeration in w hich every house have a refrigerator. However, one thing that need to be make clear is that not the building itself release GHGs, but the operation of buildings. 2.3.2 Energy Usage by Building During the lifetime of a building, it required a lot of energy in order to operate it and majority of buildings in the whole world are using electricity that is sourced mainly from coal power plants. For example, buildings produce high heat that radiates outside into the air and most buildings did not structured for such high temperature. In order to solve this problem, air-conditioning has been used. The usage of air-conditioning will increase the energy consumption and in the same time the emissions of CO2. During winter, buildings required some heating in order to keep the occupant warm. Besides, in order to make life easier, many appliances have been invented. One of the useful appliances is lighting. Lighting is essential to a modern society. About 5% of energy and 25% of average home electricity is used for lighting. In addition, approximately 60% of electricity is consumed in commercial sector (Energy Conservation, 2010). Therefore, when someone turns on and off a light, they are releasing GHGs (Environment Support, 2008). Other appliances that most of the people use nowadays is water heater, in order to heat water, energy is required to do so. Furthermore, refrigerators that involved heat exchange that consumes a significant amount of electricity each year is another daily used appliances. Another appliance that able to make our lives easier is washer and dryer to do our laundry everyday. Electricity is required for a washing machine to start doing our laundry. It is believed that around 40% of all the carbon emissions come from power plants (Christodoulou, 2010 ). All of our daily activities in a building required usage of energy which generate from power plants especially from coal. Coal releases the most carbon as compared to natural gas and oil power plants. 2.3.3 Embodied Energy By constructing a sustainable building, zero- carbon building and the like, emissions of carbon by building operations have been reduced. However, the embodied energy in the building materials has been neglect. Embodied energy is the energy used to produce building materials such as cement, steel, aluminium and other materials. However, it is not just as simple as that (Lane, 2010). Embodied energy can be meant by the non-renewable energy used in the acquisition of raw materials, processing, manufacturing, transportation to site and construction. Besides, energy used to transport building products to the site also consider as embodied energy (Giampietro, 2009). For example, a concrete block that located nearby the site will contain lower embodied energy that a concrete block from other states. This is because the energy used for transportation of the concrete block is different (Lane, 2010). Moreover, if a building has high energy efficiency or used less energy, its embodied carbon will be increased. The less carbon been released through constructing a building, the bigger percentage that embodied carbon contributes to the total carbon footprint. For example, a distribution warehouse that used less energy for heating and lighting have an embodied carbon of 60% of its total lifetime carbon footprint. Meanwhile, embodied carbon for supermarket which used a lot of energy contains only 20% of embodied carbon and a house has embodied carbon of 30%. Therefore, different type of building will have different embodied carbon. It is believed that by year 2019, embodied carbon will make up 100% of a buildings carbon footprint (Lane, 2010). Table below shows the embodied energy for different types of materials. According to the table 2.1, aluminium has the highest embodied energy in terms of MJ/kg which is 227 and the lowest is aggregate which is 0.10. For embodied energy measure in terms of MJ/m3, the highest amount would be copper which is 631164 and lowest is straw bale with a figure of 31. Table 2.1: Embodied energy in different types of materials Source: (Architecture 2030, 2010) 2.3.4 Construction Activities Other than energy used by building to operate and embodied energy, building or construction industry also emits CO2 in another manner which is by its construction activities. It is believed that the size of construction projects will affects the carbon emissions. Table below shows the relationship between civil values and construction carbons. It shows that the higher the civil value, the higher carbon emissions (United Utilities, 2009). Projects with higher civil value means that it is a big projects and big projects often required a lot of plant machinery such as excavators, tower cranes, forklift and other machineries in order to complete the whole construction projects. Besides, larger size of construction projects means that more waste is generated. In year 2004 in UK, the waste going to landfill from construction industry was about 100 million tonnes which was increased for 30 million tonnes since year 2000. This amount is equivalent to one house being buried when three houses was built. Moreover, wastage account for an extra 25% energy for waste (Natural Building Technologies, 2010). Thus, due to the increase of usage of machineries and wastage, carbon emissions for larger construction projects are higher than smaller size project Table 2.2: Relationship between civil value construction carbon Source: (United Utilities, 2009) In addition, below is a bar chart showing that carbon emissions during each breakdown of projects. Table below was made based on comparisons of ten projects. According to the graph, plant emissions have highest carbon emissions as compare to other activities. This is due to usage of diesel by plant machineries and it release high volume of CO2 (Natural Building Technologies, 2010). On the other hand, concrete industry plays an important role in construction activity since most of the part of a building is built using concrete. However, concrete industry also plays an important role in carbon emissions since the concrete industry is responsible for 5% to 7% of all global carbon emissions. Carbon emissions of concrete occur during the production process of concrete (Dixon, 2008). Table 2.3: Breakdown of project CO2 emissions by source Source: (United Utilities, 2009) 2.4 Environmental Regulations 2.4.1 Kyoto Protocol 2.4.1.1 What is Kyoto Protocol? In regard to reduce carbon emissions, Kyoto Protocol was carried out. Kyoto Protocol was a legally binding agreement agreed by many countries in December 1997 and it came into force with Russias ratification on February 16, 2005. Terms in Kyoto required at least fifty five parties to ratify the agreement and total emissions by the parties need to be at least 55% of global production of greenhouse gases (Bloch, 2010). A group of countries known as United Nations Framework Convention on Climate Change (UNFCCC) is the founder of Kyoto Protocol and they have set a major goal of decreasing global emissions of six critical greenhouse gases levels that are 5.2 percent below what they were in 1990. The Protocol contains of twenty five articles and two Annexes which is Annex A and Annex B. Annex A contain of identification and sources of greenhouse gases while Annex B refer to lists of industrialized countries which agree to the Protocol (Lerner, 2006). Greenhouse gases which contain under Annex A are CO2, CH4, N2O, HFCs, PFCs and SF6. Meanwhile, countries that fall under Annex B such as European Union (EU), Canada, Japan, Norway, Australia and other countries. Target to be achieved by each country either reduction, increase or maintain is shown in Table 2.4. Countries such as EU, US, Canada, Hungary, Japan, Poland and Croatia need to achieve carbon reductions due to they are developed countries and economically stable to reduce CO2 in their industrial sector. Besides, EU was taking advantage on a scheme known as bubble. Under this scheme, EU countries can redistribute their emissions targets among themselves whereby some may increase their emissions while others reduce their em issions (UNFCCC, 2010). Meanwhile, for countries that are allow to increase their emissions is due to economic reasons. Those are developing countries and reduce in carbon emissions may affect their economic. Country Target (1990** 2008/2012) EU-15 -8% US -7% Canada, Hungary, Japan, Poland -6% Croatia -5% New Zealand, Russian Federation, Ukraine 0 Norway +1% Australia +8% Iceland +10% Table 2.4: Countries included in Annex B to the Kyoto Protocol and their emissions targets Source: (UNFCCC, 2010) 2.4.1.2 Emissions Trading In order for the countries to meet their target emissions, three market-based mechanisms were introduced. The first mechanism was emissions trading which also known as the carbon market. In this mechanism, Assigned Amount Units (AAUs) represents the allowable emissions by countries. Emissions trading that have been set out in Article 17 mention that for countries which have excess emissions units, they can sell the excess units to countries that are over their targets. The reason for this to be called as carbon market is because carbon is like any other commodity which can be tracked and traded (UNFCCC, 2010). The prices and quantities to be sold will be agreed upon the parties. However, penalties for exceeding the assigned amounts, expected costs required for cleaner technologies investments and amount of carbon emissions available for trading will be the factors that affect the price (Hill, 2001). 2.4.1.3 Joint Implementation (JI) JI that have mentioned in Article 6 explains that a party of Annex B may invest in an emission-reduction project of another Annex B party. This offers a party to earn emission reduction units (ERUs) (UNFCCC, 2010). Therefore, Grubb (Hill, 2001) states that JI enables a party to fulfill their Kyoto commitments by locating investments which can obtain most effective savings while another party able to contribute resources such as technological expertise or manpower. Moreover, the project at which a party is going to have a JI with must obtain approval from both the parties involved. Besides, the JI project must be able to reduce emissions or enhancement of removals by sinks. Projects that start from year 2000 may be eligible as JI projects as long as all the requirements have been fulfilled (UNFCCC, 2010). 2.4.1.4 Clean Development Mechanism (CDM) Article 12 of Kyoto Protocol is stated about CDM. It is a mechanism which allows a country to establish an emission-reduction project in non-Annex countries which are developing countries (UNFCCC, 2010). The savings in emissions which been obtained can be allocate to the Annex B countries and saleable certified emission reduction (CER) credits which equal to one tone of CO2 can be earned. According to UNFCCC, CDM is seen by many as a trailblazer. It is the first global, environmental investment and credit scheme of its kind, providing a standardized emission offset instrument, CERs. Furthermore, an example of a project that has been registered as a CDM project is the Biomass Energy Plant Lumut in Malaysia (Selamat and Abidin,2010) 2.4.2 Part L of Building Regulations 2.4.2.1 Building Regulations Building Regulations are statutory instruments that applied to building works in England and Wales (Planning Portal, 2010). According to Planning Portal, the purpose of Building Regulations is to set standards for design and construction of buildings to ensure safety and health for people in or about those buildings. Besides, there are fourteen parts which include in the Building Regulations. All the parts are in relation to the building design and construction. All the parts in Building Regulations are shown as below: Part A Structure Part B Fire safety Part C Site preparation and resistance to moisture Part D Toxic substances Part E Resistance to the passage of sound Part F Ventilation Part G Sanitation, hot water safety and water efficiency Part H Drainage and waste disposal Part J Combustion appliances and fuel storage systems Part K Protection from falling, collision and impact Part L Conservation of fuel and power Part M Access to and use of buildings Part N Glazing safety in relation to impact, opening and cleaning Part P Electrical safety 2.4.2.2 Part L Conservation of Fuel and Power Part L of Building Regulations is mainly focus on conservation of fuel and power in relation to the issue of carbon emissions. In year 2010, Part L has been revised and the revised version has been published on 30 April 2010. Starting from October 2010, four new approved documents and two compliance guides will be replacing the current versions. After the amendment in this year, the amendments to new dwellings in 2013 will lead to zero carbon in dwellings by 2016 (Cullen, 2010). Under Part L, it has been split into four sections which are sections for new dwellings, existing dwellings, new buildings other than dwellings and existing buildings other than dwellings (Planning Portal, 2010). In this revised Part L, carbon reduction for 25% is applied to dwellings while reductions depend on type of buildings will varies from 16% 40%. Examples for carbon emissions for types of buildings other than dwellings are 16% for hotel, 21% for retail, 22% for shallow-plan building (heated), 26% for supermarkets and deep-plan office (air-conditioned), 27% for school, 36% for warehouse and 40% for shallow-plan office (air-conditioned). Moreover, a design stage carbon dioxide emission rate and building specification is required to be carried out by the regulations to designers. The purpose of doing these is to help building control to understand the compliance strategy (Lane, 2010). On the other hand, Accredited Construction Details (ACD) is encouraged to be used for reduction of thermal bridging in dwellings (Cullen, 2010). If the ACD is not been used, 25% shall be added to the calculated values. Besides, the maximum allowable value for air permeability is 10.0 at completion of the dwelling. In order to meet with the requirement, the design for air permeability must be at most 8.0. However, for small developments, a value of 15.0 is still applicable. Since lightings are a significant component of carbon emissions, therefore for lighting requirements, minimum 75% of light fittings must be of low energy. If the remaining 25% are also low energy light fittings, it will contribute towards meeting the Target Emission Rate (TER) target (Hughes, 2010). U-Value shows how well heat transfer through a building element. The lower U-Value is, the rate of heat flowing through building elements slower (Broxwood, 2008). Therefore in Part L 2010, the limitations for U-value in building elements have decreased as shown in the table 2.5. The U-Value of elements for Part L 2010 have changed because this revised Part L is emphasis on reducing heat loss through party walls, improve thermal bridging and to have a better system efficiency improvements (Hughes, 2010). Table 2.5: New limiting U-Values including for party walls Source: (Hughes, 2010) 2.4.3 Climate Change Act 2008 Climate Change Act 2008 was an Act enforced by UK in regard of climate change. UK was the first country in the world to have a legally binding long-term framework to tackle with issue of global warming or climate change by reducing carbon emissions. Climate Change Act 2008 was that legally binding framework (Defra, 2010). The objectives of setting out such Act are to improve carbon management and create a low-carbon economy in UK and to show UKs leadership internationally (Department of Energy Climate Change, 2010). In order to implement and act as part of this Act, Committee on Climate Change (CCC) has been set up as an independent body. The CCC has recommended that the reduction targets for year 2050 targets should be raised from 60%. Therefore, according to the Act, at least 80% of reduction is required by year 2050 as compared to year 1990 levels (Committee on Climate Change, 2010). However, a reduction in emissions of at least 34% by year 2020 also needs to be achieved. On the other hand, several approach of managing and responding of climate change in UK have been created. Such approaches are: setting ambitious, legally binding targets, taking powers to help meet those targets, strengthening the institutional framework, enhancing the UKs ability to adapt impact of climate change and establishing clear and regular accountability to the UK Parliament and to the developed legislatures. (Department of Energy Climate Change, 2010) 2.4.3.1 Requirements under the Act Besides, carbon budget needs to be prepared in every five years starting from year 2008 -2012. Part 1 for Climate Change Act 2008 states that the carbon budget for budgetary period until year 2020 must at least 26% lower than level in year 1990 and for budgetary period until year 2050, carbon budget must at least 80% lower than year 1990s level. The purpose of having the carbon budget is to make sure that they are on the right track towards 2050 targets. Furthermore, risk assessment and plans to tackle with those risks needs to be carry out by public bodies and statutory as required by governments which obtain powers from the Act. On 30 September 2009, guidance been published by Defra for UK businesses and organizations in regard of ways to measure and report of their GHG emissions. After that on 1 October 2009, guidance has been issued by the government in regard of how companies should report on their GHG emissions. Then by 1 December 2010, contribution reporting that could lead to emissions reductions shall be review. Moreover, Companies Act 2008 could be applied by the governments for the purpose of making mandatory report or explanation on reasons of unfulfilling by 6 April 2012 (Department of Energy Climate Change, 2010). Although emissions of CO2 is using year 1990 as a baseline, not all other GHG use the same baseline. Table 2.6 shows the base year for other GHG emissions. Gas Base year methane 1990 nitrous oxide 1990 hydrofluorocarbons 1995 perfluorocarbons 1995 sulphur hexafluoride 1995 Table 2.6: Base years for targeted greenhouse gases other than carbon dioxide Source: (Climate Change Act, 2008) 2.4.4 Agenda 21 2.4.4.1 What is Agenda 21? Due to global awareness, Agenda 21 was established at year 1992 by United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro, Brazil which contain of four sections. It is a plan for having sustainable development in 21st century. Governments, non-governmental organizations (NGOs), industry and general public are encouraged to get involved. Besides, Agenda 21 also plays as a commitment that was agreed by many governments in the world. International Commission on sustainable Development will be monitored on countries that have pledged to take part in Agenda 21. Furthermore, those countries are also being encouraged to promote Agenda 21 at local and regional levels within their own countries. Agenda 21 is focusing on the conservation and preservation of environments and natural resources (Encyclopedia of the Atmospheric Environment, 2000). It has become an outline to tackle with nowadays environmental issues such as poverty and excessive consumptions, pollutions , deforestation and others. 2.4.4.2 Local Agenda 21 in Hammersmith and Fulham Local Agenda 21 (LA21) is a plan established by local authority following the objective of Agenda 21 which is sustainable development (Srinivas, 2010). For LA21 in Hammersmith and Fulham, the main concerns are on recycling or waste management, air quality of transport, sustainable economy, health or disability, biodiversity and the river thames or waterways. The main objective for Hammersmith and Fulham to adopt LA21 is to create a more sustainable lifestyle and to ensure the benefits of future generations would not be endanger by our decisions today. Besides, LA21 offers alternatives to solve against wrong ways of doing things nowadays such as throwing away piles of rubbish, wastage of resources, polluting air and others (Hammersmith and Fulham, 2005). On the other hand, LA21 in Hammersmith and Fulham have six key elements which are: To supervise and enhance the local authoritys own environmental performance. It can be done through assurance by corporate, training of staff and raised awareness, a system to manage environment and the like. To integrate sustainable development aims into local authoritys policies and activities such as planning of land use, development

Presentation on Anti-Malaria Mosquitoes Essay -- Powerpoint Presentatio

The Malaria Protozoan parasite, of the genus Plasmodium. There are two main types of Plasmodiumthat infect humans Plasmodium Falciparum Plasmodium Vivax Transmitted by female mosquitoes Develops in mosquito gut Migrates to salivary glands Transfers to other organisms through the saliva of the mosquito. The Mosquito A mosquito is an organism of the family Culicidae. The females require a blood meal to develop eggs. The mosquito vector for malaria is the mosquito genus Anopheles. Transfers Plasmodiumthrough saliva while feeding on blood. http://www.aaenvironment.com/Pictures/Mosquito.jpg Malaria, mosquitoes, and humans http://www.clongen.com/Plasmodium%20falciparum%20life%20cycle.gif A Mosquito-borne disease Malaria is widespread, and very common in parts of the Americas, Asia, and most of Africa. No vaccine available Only medicine is preventative drugs that must be taken continuously. If infected, there is some antimalarial medication available, most notably quinine. Some other preventative measures can be taken Mosquito netting Insecticides Draining standing water So, what is this â€Å"Anti-malaria mosquito?† An anti-malaria mosquito is a mosquito that is immune to malaria. This is good because The malaria will die inside the mosquito instead of continuing its life cycle. The mosquito will not be able to transmit the malaria to other organisms. There are multiple ideas of how to create such a mosquito. Transgenic mosquito Modified symbiont The transgenic mosquito A transgenic anti-malaria mosquito is a mosquito that has had a gene inserted to make it kill the malaria while it develops in the mosquito. There have been many genes tested, including ... ... the genus Asaia stably associate with Anopheles stephensi, an Asian malarial mosquito vector." Proceedings of the National Academy of Sciences 104(2007): 9047-9051. Li, Chaoyang, Mauro Marrelli, Guiyan Yan, Marcelo Jacobs-Lorena. "Fitness of Transgenic Anopheles stephensi." Journal of Heredity 99(2008): 275-282. Favia, G. â€Å"Bacteria of the Genus Asaia: A Potential Paratransgenic Weapon Against Malaria† Transgenesis and the Management of Vector-Borne Disease 627(2008):49-59. Yoshida, S. "Bacteria expressing single-chain immunotoxin inhibit malaria parasite development in mosquitoes." Molecular and biochemical parasitology 113.1 (2001):89-96. Bibliography Ctd. Knols, B. "Transgenic mosquitoes and the fight against malaria: Managing technology push in a turbulent GMO world." The American journal of tropical medicine and hygiene 77.6, Suppl. S (2007):232-242.

whats up with him :: essays research papers

What Is Up With Him? This weekend i went to my friend's hose because we were going out to get some coffe. As i sat on her bed and waited for her in her room. The room is small, but it is the coolest room ever. She has pictures of her favorite bands up on the wall. the style of her room is a mixtue of modern with a rock star twist to it. The phone rang and she started to get nerves. From that moment on i knew her boyfriend was gonna come over to her house. Everytime she getes nerves she starts spit a lot and she starts playing with her hair. As I sat on her bed she started to get more nerves, and looked at me like if her boyfriend was gonna get jealous. She was so nerves she look like if her parents busted her with drugs. Finally the boyfriend arrived with his friend. In this light brown Nissan Sentra, the car looked like a recent model. When he got there, I thought this guy is gonna be pretty cool, but he was a idiot. he is such a idiot that he can not even part straight. This guy was the must im-mature person I have ever seen. Even his sixteen year old best friend thought he was a idiot. This guy made Mr. Bean look serious. When he got to my friend's house, he didn't even give her a kiss or a huge. One thing I have learned is that no matter how cool the firlfriend is, they alwayswant a little kiss. Unless they are on their period, but wait a minute, aren't they like that all the time. Twenty minutes past, and the guy kept on messing up and talking out of his ass. Everyone got tired of listening to his unless conversation, that we started to play with the dog. As I laid on the bed I heard his friend wisper to him, "Dude, let's go..." When I heard that I realized this guy was digging his own hole. My friend's boyfriend thought he was a pimp and a badass comedian. Also this guy was very homophobic because almost all the jokes he said were about homo's. The boyfriend wanted to sound cool, but my friend just lost interest in the boyfriend. When i saw her face it look like if someone just died.

Do young people enjoy life more than older people do?

Some people may think that older people enjoy life more than young people do. However in opinion, young people enjoy life more than older people do. Young people' passion and energy are enough to enjoy life more than older people do. The reasons of it are that they do not have to be responsible for numerous tasks, that they are much more energetic than the elderly, and that they can get familiar with new technologies even faster than old people. First of all, young people do not have much responsibility compare to older people.For example, older people have responsibility to take care of their children, to earn money, to complete their work, etc. These responsibilities make them limited to enjoy their life. Moreover, whenever they try to do something to enjoy life they prefer their children's favor first, like to travel where, to choose which movie, to come together with my friends and their mother. These all make the life less enjoyable thing. On the other hand, young people do not have these responsibilities; they are free to choose from variety of options to do for enjoying their life.They can meet with their own friends, and they can go most recent and famous movie. These show us that young people enjoy their life more than older people do. Additionally, young people have more energy to do anything. In contrast, older people usually suffer from some disabilities by the time is passing. For example, my friend and I have lived in same apartment for about ten years and usually we tried to come together whenever we found some free time. And every time we went different places, and tried new things. Sometimes, our parents were the ones who planned and scheduled the vacation.Unfortunately, they were less powerful and active than we were, which forced our decision for changing according to our parents’ situation. We had great time, and enjoyed of course. However, our parents were sorry to not be able to do everything that they used to do it before. Hence, w e see that by the time our enjoying life terms will change up to our ages. And we think that we should go, try and see as much as we can do while we are still young, otherwise we will not be in proper health condition to do whatever we want.Lastly, young people enjoy life more than older people because of the reality that they can easily follow the technology compare to the older people. And technology is one of the most enjoyable things in our life. For example, we are using social media, kinds of application to be more connected to our friends. The more connection creates more friendship. And the more friendship means more enjoyable life. However, older people can only connect with their friends with traditional method which is only couple friends.As a result of this, young people can more enjoy life than older people. To sum up, there is a huge difference between young and older people to enjoy their life. Of course, the older people can also enjoy their life according to their n ew age. However in some point, they feel that they are not able to do everything they want, and in this manner they feel little boundary surrounding them. They might not feel fully enjoyed life like in their young age. On the other hand, young people can able to enjoy life by being less responsible, more energetic and more following up new things.

A Coral Competition at the Port Dickson Beach Essay

Last Summer Holiday was a splendid day to go to the beach, it was a hot sunny day. That afternoon while me and my sister were having ice-cream under a tall tree. Out of the blue, my father pop out in front of me holding a newspaper which gave me a big fright! My father say that he has great news! Which that he wants to bring us to Port Dickson, He showed us the news that referring to today Port Dickson is organizing an annual seashell collecting competition. Soon, we pack our stuff and head to Port Dickson as soon as possible! On the way to Port Dickson, I was watching the view of the sky. The sun was shining brightly in the sky, birds was flying out and about. Wow! Such Great View! After a few hours, we finally reach our destination. On the moment I stepped on the sand, I can feel the wind blew across me, I can hear children screaming and playing, I can smell the saltyness of the seawater. Later, father chose a nice spot to put our things while me and my sister beganing to change our clothings and headed to the waters. We have so much fun in the water. After an hour, it was time for the contest to begin. Me and my sister started to collect seashells around the beach. After a few hours of hardwork, we soon gather 10 buckets of seashells! Dad was so proud of us. When the marks have been pronounce, the judges spoke our names in 1st Place! Were so happy! We got a Beautiful Hamper and a trophy! In was evening, the sky had became orange pink. After we watched the sunset, we then packed our things and headed home. It was the best day I ever had in my entire life!