Monash Carbon Footprint report

Monash Carbon Footprint report This report presents interpreted data after Monash university conducted a carbon footprint assessment between 2005 till 2014.   Introduction Today we can see for ourselves the damage we have caused to our home planet. overshoot is known as the consumers demands for earths resources are going beyond the level which the earth can regenerate. According to dahl(2008), improving global governance and our ability to manage the earths resources is thus a key part of any solution. Preventing overshoot and collapse is a challenge of our time. to reduce greenhouse gas emissions, Monash university has assessed their carbon footprint from 2005 to 2014. Monash university consists of the Berwick, Caulfield, Clayton, Parkville, and Peninsula campuses within all of Australia, Carbon dioxide(co2) is emitted daily when we account for the burning of fossil fuels to supply heat and to cool rooms, to run appliances, transportation, and the management of water and waste products. According to the united states environmental protection agency, co2 is then trapped within our earths atmosphere and are termed as greenhouse gases as co2 is a direct threat to our ozone layer and is also a major contributor to global warming. There are three scopes consisting of either direct or indirect. Monash universitys gross total emissions started out with 168,838 tonnes of co2-e/year after being recorded in 2005 and at the end of 2014, Monash universitys gross total emissions were calculated at 190,874 tonnes of c02-e/year. Characterizing the scopes Scope 1: this is a direct method of emitting greenhouse gases (GHG) by Monash universitys use of natural gas at all sites, the types of fuel used for transportation, the types of fuel used for other purposes, use of appliances such as refrigerants, methane emissions, and commercial c02. Scope 2: this is an indirect consequence by monash university of GHG emissions released for their use of electricity which is purchased from another party. Scope 3: this is also an indirect way of GHG emissions being released into the earths atmosphere which generally accounts for electricity, natural gas, paper/cardboard waste, food waste, recyclables, transport fuel, water waste, air travel, taxi cabs, fire extinguishers, and public transport. GHG emissions from scope 1 according to marty mccarthy (2015), scientists gathered a national study was taken where over a 1000 cows were tested and the method of measuring the ghg emissions under the factor of livestock methane is by putting the livestock animal in chamber which can be used to measure methane. Then the next step is to monitor the air in and out and then calculate the concentration in that of the air mixture. It can be observed that the emissions have tripled over the course of 9 years. A reason to this might be the amount of food that is been fed to the livestock animal, or à ¢Ã¢â€š ¬Ã‚ ¦. upon checking the ghg emissions within all of the sites of monash university, it is most important to check the fuels used for transport purposes and to separate the types of fuel since different fuels produce different emiisions. according to the national greenhouse account factors (2014), there is a formula which calculates the ghg emisiions released by different fuel types. there is a trend to be seen and it could be seen that the ghg emissions are slowing declining after each year. A reason to this might be the adaptation of hybrids and electric carsà ¢Ã¢â€š ¬Ã‚ ¦ the ghg emissions can be measure by the equation given below, scope 1 Refrigerants When we use refrigerants, we never account for the harmful emissions that are released into our atmosphere. Beck in the day, ghg emissions like chlourofluoro carbons(CFC), halons, and hydrochlorofluro carbons (HCFC) went unnoticed for a very long time. To combat CFCs , halons, HCFCs, substitues such as hydroflouro carbons (HFC) and perfluoro carbons (PFC) have been used to regulate the substances that deplete the ozone layer. This occurance was due to the amendment of the montreal protocol in 1990 which is known to be widely successful due to the universal ratification of fighting ozone depleting substances (ODS). Emissions from regrigerators and ari conditioners can be a resulted from the manufacturing process of the product, from leakages, or from poor service of the operation life of the products. Any reduction of the ODSs can have huge potential benefits since ODSs pose a threat greater than 1000 times that of co2. during the period of assessing monsh univeritisys carbon footprin t, it can be see that there is a linear trend where ghg emissions are increasing over time. This can be a result of opening up new builings within the campuses and the addition of commercial unitary air contioning units to have comfortable room temperatures in the given buildings, or it can be from the transport of refrigerated goods, à ¢Ã¢â€š ¬Ã‚ ¦. Scope 2 electricity The ghg emissions from the comsumption of purchased electricity from the grid has a physically toll on our environment but this is not a direct result from monash university as aforementioned. The burning and processing of coal, natural gas, or the refinement and transport of crude oil(petroleum) can have the direct response of ghg emission released into our environment. Emissions from electricity (scope 2) can be meure by the equation below, According to scope 2 guidance by GHG protocol, there are two methods to determine for the emission associated with electricity consumption. The first metheod is the location-based method, where it can be applied to every grid, and it focues on the connection between collective comsumer demand for electricity and how much emisiions re leased from the local electricity generated. The other method which is market-based method, focuses on hoiw much electricity is consumed by the choices of the consumer. Observing Monash Univeristys scope 2 emissions, is can be seen in the graph that the lowest reading of GHG emissions occurred in 2005, and throughout the years of recording scope 2 emissions, it can be seen the number fluctuates each year till the period of 2009 till 2014 where the number have a staggering amount where the ghg emissions ranges around 120, 000 tonnes of CO2-e per year, but during 2014, the ghg emissions have sort of been regulated. A reason for the increase of ghg emission s might be negotiating with a company whose primary source of energy might be from coal, and a way to reduce this would be to switch to a low carbon electricity supplier, or to purchase certifictaes from low carbon energy generation. Scope 3 https://www.giss.nasa.gov/research/briefs/fung_01/ http://www.abc.net.au/news/2015-12-14/impact-of-cattle-on-methane-emissions-downgraded/7027088 http://www.chlorinated-solvents.eu/index.php/regulatory-compliance/ods-regulation http://www.environment.gov.au/protection/ozone/montreal-protocol http://ghgprotocol.org/files/ghgp/Scope%202%20Guidance_Final.pdf http://www.cleanenergyregulator.gov.au/NGER/About-the-National-Greenhouse-and-Energy-Reporting-scheme/Greenhouse-gases-and-energy http://www.cleanenergyregulator.gov.au/DocumentAssets/Documents/NGER%20Energy%20production%20and%20consumption.pdf http://www.environment.gov.au/climate-change/greenhouse-gas-measurement/publications/national-greenhouse-accounts-factors-dec-2014 https://www.monash.edu/environmental-sustainability/get-involved/staff/green-program https://www.monash.edu/environmental-sustainability/get-involved/students/do-one-thing https://www.monash.edu/environmental-sustainability/campus-initiative/energy/renewable-energy http://www.greenpower.gov.au/About-Us/ https://www.epa.gov/ghgemissions/overview-greenhouse-gases http://edition.cnn.com/2016/07/01/health/antarctic-ozone-layer-healing/ http://sciencing.com/co2-deplete-ozone-layer-4828.html http://www.cleanenergyregulator.gov.au/NGER/About-the-National-Greenhouse-and-Energy-Reporting-scheme/Greenhouse-gases-and-energy http://www.ghgprotocol.org/calculation-tools/faq http://www.environment.gov.au/climate-change/greenhouse-gas-measurement/publications/nger-technical-guidelines-2014 http://www.ghgonline.org/othershfcs.htm https://ec.europa.eu/clima/policies/f-gas/alternatives_en https://www.epa.gov/ods-phaseout http://www.energyaction.com.au/energy-procurement/electricity-procurement http://www.ghgprotocol.org/scope_2_guidance http://www.treasury.gov.au/PublicationsAndMedia/Publications/2015/2015-Intergenerational-Report http://www.treasury.gov.au/~/media/Treasury/Publications%20and%20Media/Publications/2015/2015%20Intergenerational%20Report/Downloads/PDF/2015_IGR.ashx https://www.mla.com.au/Research-and-development/Environment-sustainability/National-livestock-methane-program https://www.monash.edu/environmental-sustainability/our-commitment/environmental-sustainability-policy https://www.monash.edu/policy-bank/management/facilities-services/enviro-procedures http://iefworld.org/ddahl08d.htm https://www.monash.edu/__data/assets/pdf_file/0005/783617/Environmental-Sustainability-Policy-Australia-only.pdf https://phys.org/news/2007-11-atmosphere-carbon.html http://www.environment.gov.au/climate-change/greenhouse-gas-measurement/tracking-emissions http://www.environment.gov.au/system/files/resources/da7bde5c-1be2-43f7-97d7-d7d85bb9ad6c/files/nger-technical-guidelines-2014.pdf http://www.environment.gov.au/system/files/resources/5e11ecad-6d23-4e4b-bf9d-d4630a4e523b/files/nger-technical-guidelines-2012.pdf https://carbonneutral.com.au/wp-content/uploads/2015/01/Carbon-Offsetting-and-Carbon-Neutralilty-Explained.pdf https://www.epa.gov/sites/production/files/2015-07/documents/fugitiveemissions.pdf http://www.treasury.gov.au/~/media/Treasury/Publications%20and%20Media/Publications/2015/2015%20Intergenerational%20Report/Downloads/PDF/2015_IGR.ashx

Drama in Act 1 Scene 5 and Act 3 Scene 1 of William Shakespeares Romeo

Drama in Act 1 Scene 5 and Act 3 Scene 1 of William Shakespeare's Romeo and Juliet 'Romeo and Juliet' is centred around three main themes. The love between Romeo and Juliet combined with the hatred between their families. 'Romeo and Juliet' is also about fate and destiny. In the prologue Romeo and Juliet are referred to as "a pair of star-crossed lovers". These themes are all closely linked and have consequences which eventually result in Romeo and Juliet's deaths. The chosen scenes are the most important in the play. The actions in these scenes create a lot of tension and are central to the plot. In the first scene Tybalt is given a reason to want to fight Romeo. Romeo and Juliet meet for the first time and instantly fall in love, only to be driven apart in the second scene when Romeo is banished as a consequence of a fight; this is immediately after they have secretly married. These scenes are closely linked, as the main action in act 3 scene 1 is a direct consequence of something which happened in act 1 scene 5.Shakespeare is a skilful dramatist. In the scenes he uses contrasting ways of gripping the audience's attention. Shakespeare uses a fast moving plot of only four days; he consciously shortened the source material to create effect. This makes it easier to act out as well as creating more drama. It shows how passionate Romeo and Juliet are. The shortened plot grips the audience's attention as there is always something of interest happening. The audience are shocked at how quickly things happen; there is always suspense as to what will happen next. Shakespeare has given thought to the position of act 1 scene 5; he c... ...acle and creates dramatic irony. This helps the audience feel involved as they have information the characters don't and it creates suspense as we wait for the characters to find out what we already know. Shakespeare creates tension and suspense throughout the whole play. This means we are constantly gripped and there is always something happening. This is helped by the fast moving plot which Shakespeare conscientiously created. Tension and suspense is a key aspect to the two key scenes and I think Shakespeare creates a lot of it and in an effective way. Shakespeare also very cleverly bases the two pivotal scenes around opposing themes which is dramatic in its own form. Overall I feel Shakespeare is a very skilful dramatist and knows how to grip the audiences' attention using a variety of techniques, in different ways.

Dickens novels Essay

Hard Times was one of Dickens’ novels that focuses mainly on the education system and industrialisation. Dickens was furious about the changes in industrialisation throughout the Victorian period and this motivated him enormously to write the novel. Industrialisation meant that working conditions were poor and it had a massive impact on the way schools were run. Dickens hated Victorian schools; he saw the Victorian education system as boring and monotonous and often wrote essays to show his anger and frustration at the government and those responsible for what he saw as the poor schooling techniques. Dickens creates Coketown in this novel and it is used as a representation of the government at that time and is seen as a perfect world for the fact obsessed characters but the novel explores how this way of living is not healthy. Dickens suggests that facts have become a way of life, like a religion, which was very unacceptable for that time because in the Victorian period people were especially religious and that facts were taking over a religion would have been seen as disgusting  Dickens suggests that English towns around the industrialized era are ugly, polluted and debilitated, he suggests this because facts, repetition and the lack of individuality was taking over, one of the ways he achieves this is through his description of coketown. ‘Coketown’ suggests a very scary, dull and boring place, Dickens would have intended us to have this perception because this is how he saw the government’s way of teaching and he wanted us to perceive it in the same way that he did. He also wanted us to see through his description how monotonous and unhealthy the town and way of life in that area had become. Dickens describes the school in this novel as bland, containing no creativeness, or embellishment, a framework built purely on facts and reality alone. The rooms consist of white-washed walls, stripped and bare revealing the actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the school represent prisoners- influenced by the oppressive rules and watchful eye of Gradgrind. Their order is even arranged like prisoners, in a regular pattern, rows spaced evenly, closely monitored and not allowed to move.The rooms consist of white-washed walls, stript and bare revealing the actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school One of the main statements Dickens is trying to make throughout this novel is the obsession and repetitiveness of facts. The word fact is repeated so much that it feels like its being shoved into the children’s heads. â€Å"We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact and nothing but fact.† This firstly shows that it is not just Gradgrind that is obsessed with facts, it is the whole school; implying the whole education system is like this. Also they wish for the facts to be ‘forced’ upon all people as they are doing in the school. Dickens put Gradgrind across as forceful, having high standards, obsessed and full of facts and wishing every one of his pupils to be as smart as he is. Mr M’Choakumchild is portrayed very similarly to Gradgrind, this gives the impression that all teachers of this time were like this. A character who is a representation for Dickens views is Gradgrind. He is used as a representation because he is made to be everything Dickens is against where education is concerned. ‘Forming the minds of reasoning animals’, Gradgrind is referring to the children as animals for testing out his way of education, he does not see them as human he sees them as animals that he needs to train to be just like him. However there are characters in the novel that challenge his way of teaching and try to be individual but Gradgrind sees this as wrong and tries to stop them and get them back in line. actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the schooactuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the school represent prisoners- influenced by the oppressive rules and watchful eye of Gradgrind. Their order is even arranged like prisoners, in a regular pattern, rows spaced evenly, closely monitored and not allowed to move.One character who shows a contrast to the Victorian education system is Sissy Jupe. She is polite and full of life, she curtsy’s to address to Gradgrind and this shows how cheerful and polite she is. You can tell sissy loves and respects her father a lot from when she says ‘it’s father calls me Sissy sir’. Gradgrind tries to intimidate Sissy and because she is such a shy character Gradgrind easily embarrasses her with his intimidation ‘she would have blushed deeper, is she could have blushed deeper†¦Ã¢â‚¬â„¢ This shows the healthy colour in her face which represents how full of life she is and the fact she could have blushed deeper and deeper shows that she has so many different ideas and wonderful individuality that they just want to burst out of her as she is being made to keep them locked inside her.

Second-Wave Feminism and Labour in Canada - 2863 Words

Canadian workplaces today seem to be a fairly diverse place, with a blend of many religions, ethnicities, and genders present. However, although people preach affirmative action and melting pots in current times, many inequality and power issues still abound. One strikingly noticeable example is gender discrimination. Women in the workforce face many challenges like smaller wages, harassment, male privilege in hiring or promotions, and lack of support when pregnant or raising children. One half of the planet is women, and it can be assumed the same for Canada, but they still face judgment at work because they lack the authority to dispute against big corporations or even their male supervisor. It cannot be argued that†¦show more content†¦al, 1996, p. 65). Minority women faced greater oppression, and were less likely to be hired. If they were lucky enough to find a job, it was usually low-ranking, part-time, and short-term, as employers eagerly replaced them with Caucasians, men or both (Frances et. al, 1996, pp. 69-70). Part-time work was very common, with 25% of female workers part-time in 1989 (Frances et. al, 1996, p. 66), displaying an employer’s reluctance to allow women employees. Even as more females entered the workforce despite resistance, they were still discriminated against due to the current powers in charge. The main goal of second-wave feminism with regards to women and labour was changing the power structure through legal means to ensure female workers. To begin this movement, a royal commission was called for. The Royal Commission on the Status of Women (RCSW) was created to bring equality to women all over Canada, not just in the workforce. It was needed due to the influx of women at work in the 1960s after large numbers of women stated working in both male and female oriented employment in 1943 due to the Second World War. Many refused to quit their jobs after the war ended and the soldiers returned (Morris, 2013). Although legally allowed to work, it is obvious through widely-known tropes of the time (the good housewife versus bad female labourer) that women were discouraged from working outside the home. StudentShow MoreRelatedThe Second Wave Of Feminism2200 Words   |  9 PagesThe Second Wave of Feminism Betty Friedan, feminist author of The Feminine Mystique, wrote, The problem lay buried, unspoken for many years in the minds of†¦women. 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