Development of Sustainable Dwellings in Wales

Development of Sustainable Dwellings in Wales This study focuses on the development of a sustainable retrofit plan for a typical dwelling in Wales. There are two parts that have been discussed in this report. The first section is a full development plan to reduce the fuel cost with a budget of  £30K and the second is a calculation of carbon footprint of a building element (wall insulation materials). The project was predicted to achieve 70% reductions in CO2 emissions for a cost of some  £26K.Furthermore, the energy cost would be reduced by 85% if the development plan was implemented in full. Stepwise approach has been used to measure the performance. Replacing the heating system and adding more insulation for the roof, walls and floor are considered the significant improvement of the project with reasonable payback periods. The embodied CO2 emission for three different insulation materials has been calculated. Rockwool has the lowest rate 833 kg co2e compared to 875, 1737 to the Sheeps wool and Expanded Polystyrene respectivel 1.1 Background 1.1.1 Introduction: Indeed, there is a huge pressure on governments to reduce their greenhouse gas emissions. Paris agreement, is a recent agreement within the United Nations Framework Convention on Climate Change, was agreed to keep the global warming below 2 °C (1). British government aims to have an 80% reduction by 2050. This means a huge improvement is needed in energy efficiency of our existing dwelling. The recent report shows that over 45% of total greenhouse emissions were emitted from dwelling building (2).The domestic sector accounted for 29 % of the total energy consumption in 2015(3).Furthermore, residential was ranked the fourth in the amount of greenhouse gas emission according to national statistics(4) the figure below show the greenhouse gas emission by different sectors. Figure (1) Greenhouse gas emission by sector (DECC), UK, 2014 1.1.2 The property: This house was built in 1930s and has three bedrooms with South-West facing and located in Wales. The external walls are cavity wall with plaster but without any insulation, the floor has no insulation, the roof is slate tiles with 50mm insulation between the rafters. The windows are double glazed, with a 6mm air gap, PVC frames and with U value of 2.8.The doors are also PVC frame with U value of 2.8. The heating system is an old mains gas boiler with 65% efficiency, the capacity of hot water tank 120 litre. 1.1.3 Performance prior to refurbishment: This house has a SAP rating of 45, below the national average of 48 and therefore there is a need to improve its performance to achieve 80 % of reduction in emissions as well as the annual fuel cost. This could be achieved by reducing the heat loss through the walls, floor, roof as well as windows and doors. 1.2 Development plan There are two factors that are set to dramatically transform the way in which building was designed and fabricated in the early twenty-first century-insulation and energy. There is a need to maximise the insulation levels of the buildings while at the same time rethinking the ways in which building consumes the energy needed to run them. Step 1: Upgrading the heating system : Modern boilers are more efficient because they burn the fuel very efficiently. The fuel type also has a direct impact on reducing the fuel bill as well as carbon emissions. The condensing gas boiler (90% efficacy) with room thermostat is the best choice in this matter. Step 2: Insulating the roof, floor and walls: The challenge in adding insulation levels in domestics is to choose the right materials that fit for purpose. Understanding the properties of the materials and when it is suited to fitting in the attic space is essential. Moreover, price, fire safety, chemicals involved and end of life should also be considered when choosing the material (5). -Floor: Phenolic foam insulation would offer the best performance of any readily available panel (6). It also has less impact on room size where dry-lining is considered. Kingspans Kooltherm phenolic is the good option for floors. The designed U value for floor is 0.2 W/m2K. -Cavity wall insulation: Filling the cavity gap between the inner and outer blocks with appropriate insulation material has been considered. However, it is highly likely that insulating the cavity alone will not be enough to achieve the required U-values. For this reason, adding internal or external insulation should also be concerned to achieve the targeted U-value. The designed u value for injected insulation with external wall insulation (Rockwool) is 0.49 (W/m2K). -Roofs: mineral wool insulation is highly recommended for roof insulation, 160 mm is added between rafters and 100 mm below them. The designed U value in this case is 0.15 (W/m2K). Step 3: Minimising infiltration (disuse chimneys, draught proofing). Ventilation is needed in traditional buildings to help the fabric breathe. Chimneys would have contributed greatly to the ventilation rate, so it is advised, in some cases, that chimneys could to be left open to allow natural ventilation. However, disused chimney, if left fully open, will often cause more heat loss. It also can let water in, if it is uncapped. Some methods can be recommended: CAPS: a cap at the top of a chimney will prevent water ingress but allow through ventilation. However, caps can cause huge damage and be very dangerous if they blow off in case of windy weather. Balloons: is the quickest and cheapest way to close of a flue that is not being used, but it is awkward and dirty when removing and reinstalling them in place. Step 4: Reducing the energy consumption for lighting (LED). LED lighting is extremely energy efficient technology and has changed the future of lighting worldwide. The residential LED lighting use less 70% energy and last 25 times longer life (7). The value of lighting gain in the SAP calculation (67) was reduced by 70% of the original value. Step 5: Installing renewable sources (PV panel). The solar photovoltaic (PV) has many advantages that a householder can benefit from. The main benefit is to cut electricity bill as well as sell the left over electricity to the grid. Not to mention, the sunlight is free and that means nearly zero carbon footprint (8). It is advised the Monocrystalline system with 20% efficiency is required to generate around 2700kWh annually. This system requires 21 square meter roof space and makes saving around 12p/kWh from electricity bill. However, if a householder doesnt use the electricity produced, exported to grid or store it in batteries are the only two options available. The storage technology has been ignored because the cost and complexity with installing at dwelling. The exported tariff is 3.1 p/kWh, but this figure could be ignored as the power generated by the system would be absorbed by the site demand. Step 6: UPVC triple glazing windows The huge heating loss in domestics occurs through windows. There is a growing range in this area to improve the thermal performance of this element. Triple glazing is the best options that could be considered to achieve the reduction target. This element has an excellent U-value (one or less) which provide a decrease in energy consumption as well as reducing CO2 emissions. Step 7: UPVC high efficient door It is suggested that the original doors on the property, with a U-value of 2.8 W/m2.K, should be replaced with a high performance triple glazed door, reducing the U-value of the surface by 65%. 1.3 Alternatives options Other systems were also considered but rejected due to the cost-effectiveness as well as the project size. For example: Mechanical ventilation with heat recovery (MVHR): is widely used for highly energy efficient buildings in the UK. However, the complexity to install and the high capital cost, the system was ignored. Under floor heating: is a modern technology that allows the householder to enjoy the luxury of the warm floor during the winter. In other hand, under floor system is pricey to install in retrofit house and more difficult to maintain if any problem occurs. Wind turbine: roof-mounted and freestanding mast wind turbines are two types that can be installed in the project. The micro wind turbine was rejected because the space limitation, the turbine noise and save the birds in the local area. 1.4 Analysis and evaluation SAP rating: the graph (1) illustrates the improvement of the SAP rating though the development plan. It is clearly seen that the property has been developed from 45.65 to over 90 and that means the house can achieve band B in the EPC. CO2 emissions rate: As it can be seen from the graph (2) below, a significant decrease in CO2 emissions though the development plan. The house would benefit of 70% reduction on CO2 emissions as the plan reduced CO2 emissions rate from 71.35 to below 22.77. Energy cost: The annual fuel cost has been reduced from  £1354 to below  £200 as graph (3) indicates. A reduction of 85% of annual energy bill will be achieved if the designed plan is implemented. The projects budget was  £30K; however, the full money spent in this plan is around  £26K. The simple payback method has been used for financial evaluation. The full plan will require 20 years to recover the cost of the project. The plan is designed in stepwise to achieve higher performance as well as keep the cost low as much as possible. The graph (4) shows that SAP rating improvement against the cost for each step. Replacing windows and doors would cost over  £7000 and  £1000 respectively; with having longer payback periods (graph 5), that took them to the end of the list. Note: Full data can be found in the appendix (table 3). Graph (1) SAP rating during the development plan Graph (2) CO2 emissions rate through the development plan Graph (3) Annual energy cost through the development plan Graph (4) SAP improvement vs. Cost Graph (5) Simple payback calculation for development plan 1.5 Conclusion The project will benefit significantly by replacing the heating system as well as adding more insulation for the roof, floor and walls. However, replacing windows the doors have slight effect on the house performance as it costs more with less benefit. Installing photovoltaic panels will make a huge impact on the project performance. It would make saving over 55% from the energy bill if 3 KWp panel was installed. 2.1 Introduction The thermal resistance provided by insulation materials used in the building fabric means that the energy savings from insulation made during the operation of the building far outweigh its embodied environmental impacts. Also, insulation products tend to have a very low density and, therefore, when reviewed in a building context, only relatively small masses of materials are used. However, if insulations are not assessed with a whole-building life-cycle approach they may not appear to be an inherently low environmental impact material, because of the resources and energy used during manufacture, the use of blowing agents and the lack of reuse/recycling at the end of life. This study will illustrate the environmental impact of three different types of insulation; it also provides the carbon footprint calculation for the project that was refurbished in the Part 1. 2.2 Literature survey The Green guide classifies the insulation used in the construction into: Non-renewable organic-based insulation such as expanded polystyrene (EPS); this material has conductivity 0.038 W/mK, density 37 kg/m3. It is a rigid, open cell form of polystyrene blown with pentane. EPS is a thermoplastic polymer, so can be reprocessed and recycled more easily than thermoset polymers. Most process waste is recycled but there is limited recycling of postconsumer packaging. Renewable organic plant/animal-derived insulation such as Sheeps wool insulation; it has conductivity 0.039 W/mK, density 25 kg/m3. The sheeps wool that is not suitable for textiles, is used for insulation. The wool needs to be scoured, requiring energy and water, and the resulting pesticide residue from the sheet dip needs treatment. Binders and polyester fibre are required, as well as chemical treatment to prevent moth attack. Mineral wool insulation such as Rockwool; is a medium density insulation product of 45 kg/m3 and has a thermal conductivity of 0.044 W/mK. Rockwool is made of 77% virgin raw material mainly in the form of diabase, gotland stone, lime stone, cement and bauxite. The remaining 23% are classed as waste materials. End-of-life issues for insulation Many insulation types are recyclable at end of life, but do not currently have any recycling system in place for material recovered from construction, refurbishment or demolition. There is evidence that some insulation waste from construction is incorporated elsewhere within the building, rather than being sent for disposal. For most materials, the impact associated with end of life is the disposal impact measured by BRE relating to the amount of material landfilled or incinerated. The BRE methodology also includes the emissions associated with incineration and landfill, including burning of landfill gas. For renewable materials, the end-of-life stage can have a significant impact if the sequestered carbon is released back into the environment through incineration or decay in landfill. Table (1) End-of-life waste destination (reference 11) Insulation End of life waste destination (%) Landfill Incineration Recycled Expanded polystyrene (EPS): 90 9 1 Sheeps wool 100 0 0 Rockwool 40 10 50 2.3 Carbon footprint calculation The construction carbon calculator is used to determine the environmental impact for insulation materials. This tool was downloaded from the governments website (12). CO2 emissions calculation: The table below shows the total amount of co2 emissions for the three types of insulation. Table (2) Carbon footprint calculation for EPS, Sheeps wool and Rockwool Reference Unit Expanded Polystyrene Sheeps wool Rockwool Wall area m2 110 110 110 Insulation thickness Assumption m 0.1 0.1 0.1 Volume of insulation m3 11 11 11 Density Ref (13) kg/m3 37 25 45 Mass kg 407 275 495 Waste 5% Assumption kg 427.35 288.75 519.75 Carbon coefficient Ref(14) kgco2/kg 3.43 2.09 1.12 Embodied CO2 kg co2e 1465.8105 603.4875 582.12 Boundary Ref(14) cradle to gate cradle to gate cradle to grave Transport of material Manufacturer website 200 miles from Kent by road 175 miles from Liverpool by road Non Transport Embodied CO2 kg co2e 19 19 0 Waste destination Ref(11) 90% landfill 100% landfill 50% landfill Waste mass kg 366.3 275 259.875 Waste Embodied CO2 kg co2e 3.19 3.48 1.7 Transport of waste Assumption miles 100 100 100 Transport waste Embodied CO2 kg co2e 0.2 0.2 0.2 Total waste Embodied CO2 kg co2e 3.39 3.68 1.9 Energy consumed Assumption Kwh 200 200 200 Plant CO2 emissions kg co2e 119 119 119 Project duration (days) Assumption 3 3 3 Travel CO2 emissions kg co2e 130 130 130 Total kg co2e 1737.2005 875.1675 833.02 2.4 Conclusion As it can be seen from the previews calculation, the highest embodied CO2 emission is Expanded Polystyrene because of the higher carbon coefficient and end-of-life issue. For that reason EP is out of consideration. Sheeps wool is natural source, absorbing and releasing moisture without decreasing its thermal insulating properties. However, it has more CO2 emissions than Rockwool which also take it out of thought. In addition to Rockwool has less embodied CO2 emissions, it has excellent thermal insulation with more flexibility to install. Mineral wool has also superior fire resistance as well as better acoustic properties. The Paris Agreement main page (2001) Available at: http://unfccc.int/paris_agreement/items/9485.php (Accessed: 14 February 2017). DECC (2011), The Carbon Plan: Delivering Our Low Carbon Future, p.29. Department of Energy and Climate Change. Digest of United Kingdom energy statistics (DUKES). Available at: http://www.decc.gov.uk/en/content/cms/statistics/ publications/dukes. Government Statistics (no date) Available at: http://4.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/496942/2014_Final_Emissions_Statistics_Release.pdf (Accessed: 14 February 2017). Technology Strategy Board, 2014. Reducing energy use in existing homes, a guide to making retrofit work. RETROFIT FOR THE FUTURE, 1, 15. D Pickles, I Brocklebank C Wood, 2010. ENERGY EFFICIENCY IN HISTORIC BUILDINGS: Open fires, chimneys and flues. nglish Heritage, 1, 17. LED Lighting | Department of Energy. 2017. LED Lighting | Department of Energy. [ONLINE] Available at: https://www.energy.gov/energysaver/led-lighting. [Accessed 15 February 2017]. R. Sadgrove S.Pester, 2014. Installation of photovoltaic panels on existing flat roofs some lessons learned. BRE Information Papers, IP 8/14, 7. SEI, Retrofitted Passive Homes, 2009. Retrofitted Passive Homes: Guidelines for upgrading existing dwelling in Ireland. Retrofitted Passive Homes, 1, 15. Shorrock L D and Utley J I. Domestic energy fact file 2003,BRE BR 457. Bracknell, IHS BRE Press, 2003. K Albury J Anderson , 2011. Environmental Impact Of Insulation . BRE TRUST, 2011. 10 Government Website. 2007. Construction Carbon Calculator. [ONLINE] Available at: https://www.gov.uk/government/organisations/environment-agency/about/procurement. [Accessed 28 February 2017]. http://jablite.co.uk. 2016. Jablite EPS . [ONLINE] Available at: http://jablite.co.uk/wp-content/uploads/2016/01/Jablite-EPS.pdf. [Accessed 28 February 2017]. Sheep Wool Insulation Premium. 2016. Sheep Wool. [ONLINE] Available at: http://www.sheepwoolinsulation.ie/products/premium_insulation_technical.asp. [Accessed 28 February 2017]. Prof.Hammond Jones, Prof.G and C, 2011. The Inventory of Carbon and Energy (ICE). 1st ed. UK: University of Bath Table (3) Full data of the development plan Current Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Overall Assignment Results Current New boiler Insulated Floor Insulated walls Insulated roof Minimising infiltration LED lighting PV panel UPVC Triple glazing UPVC door Dwelling volume (m ³) 223.6 223.6 223.6 223.6 223.6 223.6 223.6 223.6 223.6 223.6 Effective air change rate 1.2261 1.2261 1.2261 1.22614 1.2261 0.66878 0.6688 0.6688 0.66878 0.668784 Ventilation type 24d 24d 24d 24d 24d 24d 24d 24d 24d 24d Fabric heat loss (W/K ) 309.66 309.66 213.77 130.25 123.37 123.37 123.37 123.37 84.28 82.28 Total fabric heat loss (W/K ) 339.06 339.06 243.17 159.65 152.77 152.77 152.77 152.77 113.68 111.68 HLP (W/m ²K ) 4.2377 4.2377 3.2917 2.46769 2.3998 1.99406 1.9941 1.9941 1.60841 1.588676 Heat gains from water heating, (kWh) 1489.6 1489.6 1489.6 1489.65 1489.6 1489.65 1489.6 1489.6 1489.65 1489.648 Average Internal gains (W) 485.09 485.09 485.09 485.085 485.09 485.085 468.49 468.49 468.494 468.4936 Average Solar gains (W) 339.96 339.96 339.96 339.956 339.96 339.956 339.96 339.96 254.967 254.9673 Mean Internal temperature (C °) 17.534 17.534 18.063 18.6402 18.695 19.0535 19.043 19.043 19.3723 19.39251 Space heating requirement in kWh2/m2/year 203.94 203.94 160.8 119.082 115.45 91.3375 92.201 92.201 72.9319 71.72854 Efficiency of main space heating system 1 (in %) 0.66 0.9 0.9 0.9 0.9 0.9 0.9 0.9 0.9 0.9 Efficiency of water heater 0.66 0.9 0.9 0.9 0.9 0.9 0.9 0.9 0.9 0.9 Fuel for water heating, kWh 4281.2 3139.5 3139.5 3139.54 3139.5 3139.54 3139.5 3139.5 3139.54 3139.544 Electricity for pumps, fans and electric keep-hot 0 0 0 0 0 0 0 0 0 0 Electricity for lighting (calculated in Appendix L) 284.43 284.43 284.43 284.428 284.43 284.428 85.328 85.328 85.3283 85.32833 Energy saving/generation technologies 0 0 0 0 0 0 0 -2700 -2700 -2700 Average Fuel costs (p) 8.335 8.335 8.335 8.335 8.335 8.335 8.335 9.306 9.306 9.306 Additional standing charges 174 174 174 174 174 174 174 174 174 174 Total energy cost 1354.5 1050.7 <

Mandatory Physical Education I :: essays research papers

Current high school students are becoming fatter, slower, and less motivated than past students. Many of these young people would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not have sufficient time, opportunity or guidance to participate in physical activities. The ideal place in which students would be able to find adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical education program at the junior high school levels (grades eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as â€Å"the process of education that develops the human body, specifically fitness and movement skills† (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks. Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they don’t want to participate in, but if these students don’t get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes â€Å"that students don’t care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education†. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve studen ts had no Physical Education at all. This is an astonishing figure. â€Å"Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all. Mandatory Physical Education I :: essays research papers Current high school students are becoming fatter, slower, and less motivated than past students. Many of these young people would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not have sufficient time, opportunity or guidance to participate in physical activities. The ideal place in which students would be able to find adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical education program at the junior high school levels (grades eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as â€Å"the process of education that develops the human body, specifically fitness and movement skills† (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks. Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they don’t want to participate in, but if these students don’t get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes â€Å"that students don’t care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education†. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve studen ts had no Physical Education at all. This is an astonishing figure. â€Å"Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.

Mapping the Issue

Tammy Lin ENGL 1302 051 Brittain 5/11/12 Trimming the Fat of a Growing Problem Obesity is becoming a major problem to many Americans as well as many people around the world. Being the second cause of preventable death in the United States, obesity increases the risk of numerous adverse health problems including breast cancer, heart disease, type II diabetes, osteoarthritis, colon cancer, stroke, and more. Obesity is defined as an excess proportion of total body fat, with a person being considered obese if his or her weight is twenty percent or more above normal body weight.A common way to measure obesity is by calculating the body mass index. An individual is considered overweight if his or her BMI is between twenty five and thirty, while a person is seen as obese if his or her BMI is over thirty. With that said, it has been estimated that sixty million Americans twenty years and older are obese, which makes up thirty percent of the adult population; meanwhile, nine million children and teenagers ages six to nineteen are overweight. The number of overweight and obese Americans has increased since 1960, a trend that shows no sign of slowing down.In this paper I will review three main positions regarding the issue of ways to approach the multiplying rate of obesity. First, there are those who advocate for the implementation of fat taxes. With the administration of taxes on unhealthy foods and drinks, this group believes that it will significantly discourage the consumption of such foods and will, in turn, promote healthy and responsible eating. Second, there are those who remain persistent in maintaining the privacy of one’s decision making concerning food intake.With the expansion of diverse kinds of food production, this group considers an individual’s food preference as unique, exclusive, and personal. Third, there are those who believe that lowering the costs of healthy foods will encourage the purchase of nourishing and health-benefiting foods. They embrace the belief that most people would eat healthier if the food was more affordable. The first position is the support of fat taxes. The people who stand in this position are those who are concerned with America’s public health issue today, especially the issues centering on obesity. Lisa Baertlin recently ublished an article on Reuters, an international news agency headquartered in the UK, entitled â€Å"Battle Lines Drawn over Soda, Junk Food Taxes† in response to the the wide-growing obesity epidemic today, with the proposition that fat taxes could help save individuals their health and money. She claims that taxes could help make up for the at least one hundred and forty seven billion dollars spent on treating diseases related to obesity and fund programs that battle for this issue. According to U. S. lawmakers, soda tax is one of the most probable sources that would most likely be used to tackle healthcare reform.In relativity to the taxing of cigarettes , these people believe that by taxing soda, it would also similarly reduce consumption and its revenue stream; by taxing more than ten percent for beverages, purchases would be cut down by eight to ten percent. According to a recent Thomson Reuters survey included within Baertlin’s article, â€Å"about fifty-eight percent of Americans are willing to bear a tax increase of one percent or more to support healthcare reform† (Baertlin 1), which proves that more than half of American citizens are willing to take a step forward for the promotion of a healthy nation.Writers like Baertlin sympathize with those who are in the center of the public health crisis today, specifically â€Å"overweight adolescents who are starting to suffer problems that used to plague middle-aged adults† (1). Baertlin herself is in favor of administering fat taxes and is certain that levies on fattening foods are an essential factor of any anti-obesity endeavor. The food industry plays a larg e part in the causes of obesity. Most food companies are culpable of false advertisement, which swallows consumers into their too-good-to-be-true trends.Journalist Karlee Weinmann contributed a piece to Business Insider concerning food companies’ false advertisement. In the article â€Å"14 False Advertising Scandals That Cost Brands Millions†, Weinmann states that for companies that cross the line to making false claims, it can cost millions of dollars, while also having to face public negativity. However, even with all this said, will companies modify their marketing policies for the greater good, or will they uphold their profits as far more important than a consumer’s right to know the truth?More than likely, most brands will continue to false advertise their products, which is why these people in this group believe that fat taxes are efficient in lowering consumption of soda and other health-stripping foods. According to Weinmann, â€Å"there’s a bi g difference between pushing the truth and making false claims. Is a product really ‘scientifically proven’, and are ‘results guaranteed’? † (Weinmann 1). Food brands such as Activia yogurt, Splenda, Kashi, and Eclipse gum have been caught with such false advertisement scandals; the more unhealthy the food really is, the more beneficial its company would make it seem.Writers like Weinmann identify with those who have been misled by deceitful food claims made by the companies they trusted. Therefore, supporters of fat taxes are certain that the implementation of fat taxes would solve these complications by creating more awareness and heedfulness when consumers purchase junk foods. The second position is the promotion of health education and that one’s food choice should not be hindered or influenced to reduce obesity. The people who stand in this position believe that an individual should have choices in the items he or she buy, and be guilt-fre e.In the article â€Å"Childhood Obesity: A Global Public Health Issue† published in International Journal of Preventive Medicine†, writer Amar Kanekar states that the main cause of childhood obesity in today’s public health crisis in both developed and underdeveloped countries is because of the disproportion between the child’s caloric intake and the calories effectively used for growth/development and physical activities. To these people, what we eat is not the sole reason of the cause of obesity; genetic, behavioral, and environmental are all constituents of childhood obesity.Moreover, many health-related risks are present when a child is obese; negative body-image and low self-esteem inevitably result in psychological and social issues. Cardiovascular disease, increased cholesterol levels, and high blood pressure are all possible potential health risks involved and that there is, indeed, â€Å"preventive programs that help regulate obesity by educatin g individuals about healthy nutrition and diseases† (Kanekar 2). According to a report presented from National Health and Nutrition Examination Survey, in the years of 2007-2008, there was an estimation that â€Å"16. % of children and adolescent in the age group of 2-19 years were obese†¦The data collected for the same period shows that the adolescent (age group 12-19 years) obesity has increased from 5. 0 to 18. 1%† (2). By letting people know about health hazards and the importance of physical exercise, the chance of obesity could greatly decrease. Those who are pro-food-choice would side with Kanekar in that they believe there should not be any direct government intervention with food costs, but that there should be a public informing of the effects commonly eaten unhealthy foods would result in.Kanekar, Baertlin, and Weinmann all believe that the prevalence of obesity seen in children and adults is increasing and that some form of action must be done. While th ese writers see and support the benefits of the reduction of junk food intake, Kanekar is more focused on declaring health education, with the hope of lowering BMI and the rate of weight gain. All three authors recognize the importance of lowering consumption of fatty foods, but the position here does not endorse the advocating of fat taxes. The third position is lowering the costs of healthy foods.The people who stand in this position believe that by decreasing the costs of healthful foods sold, there would be a habit shift in the people’s purchases of fatty foods to foods that are much more nutritional. Journalist Katherine Bauer published an article entitled â€Å"Price and Availability Matter† in Room for Debate, a running commentary by outside contributors from The New York Times, where she states the â€Å"lack of access to high quality, reasonably priced fruits and vegetables and other healthful foods has been associated with poorer diets and, in many cases, hi gher risk for obesity.This is especially true among lower-income individuals whose purchasing habits are more sensitive to the cost of food† (Bauer 1). There is strong evidence that shows a clear impact between change in food access and the pricing on one’s purchasing habits. For example, there are programs that decrease the cost of healthier foods, which resulted in the increased purchasing of the healthier foods. Cheaper prices on healthy foods reduce one’s weight, even if the cost of junk foods remains the same price. A news report conducted from the USDA observed the BMI of children and how it changed in correlation to food prices.It was shown that â€Å"if the price of 100% juice decreases 10%, BMIs decreased . 3%. The same process works for lowfat milk (. 35% decrease) and dark, leafy vegetables (. 28% decrease)† (2). Moreover, Bauer identifies with those who receive low-income and struggle with the purchase of healthy foods, and also with those who believe that it is not only the wealthy that ‘deserve’ the most benefits from the healthy aisles in the food market. Bauer’s views is relatively similar with Baertlin, Weinmann, and Kanekar, in that public attitudes towards obesity and obesity policy should be given much more ttention than it is now, but Bauer herself has a different approach in this matter, especially from Kanekar. She believes that health education may not be sufficient enough to cause a significant awareness in individuals that junk foods should no longer be habitually purchased. Instead, she considers the perspective that by lowering healthy foods, there would be an effective overall change in the nation’s weight and BMI and that the idea would more readily fit within one’s budget.Works Cited Page Baertlein, Lisa. â€Å"Battle lines drawn over soda, junk food taxes. † Reuters [Los Angeles] 1 Sept 2009, n. pag. Print. Katherine, Bauer. â€Å"Price and Availability Matter. † New York Times. (2011): 1-2. Web. 5 Apr. 2012. Kanekar, Amar. â€Å"Childhood Obesity: A Global Public Health Issue. † Int J Prev Med. (2011): 2. Web. 4 Apr. 2012. Weinmann, Karlee. â€Å"14 False Advertising Scandals That Cost Brands Millions. † Business Insider. (2011): 1-2. Web. 4 Apr. 2012. <www. businessinsider. com>.

The World around Me Essays

The World around Me Essays The World around Me Essay The World around Me Essay Express classif you could do a two page summary of the basic worldview and convictions of Indigenous culture and elision typed to be turned in on TuesdayNOT more than two pagesyou should be able to get the big picture from chapter two and the powering presentation. I will see you on Tuesday. Have a great weekend. Dry. Jacobs Introduction Seventeen years ago, I came bounding into a world of love and laughter. I was the first child, the first grandchild, the first niece, and the primary focus of my entire extended family. Although they were not married, my parents were young and energetic and had every good intention for their new baby girl. I grew up with opportunities for intellectual and spiritual growth, secure in the knowledge that I was loved, free from fear, and confident that my world was close to perfect. And I was the center of a world that had meaning only in terms of its effect on me what I could see from a height of three feet and what I could comprehend with the intellect and emotions of a child. This state of innocence persisted through my early teens, but changed dramatically in the spring of my sophomore year of high school. My beloved father was dying of AIDS. First Body Paragraph Topic/Transition Sentence: From the moment my parents told me, I confronted emotions and issues that many adults have never faced. Development of ideas related to the topic sentence (Signpost question addressed: values and philosophies) Death of a parent, and AIDS specifically, forced my view of the world and my sense of responsibility to take a dramatic turn. I had already accepted my fathers and acceptance related to his sexual preference. However, in this case I did not have the benefit of time to understand my fathers illness since he decided not to tell me until he had developed full-blown AIDS. My role in the relationship was suddenly reversed. End Sentence Where I had once been the only child of my single father, I was now the parent to the debilitated child. Second Body Paragraph Topic/Transition Sentence By the summer of my Junior year, I had rearranged the structure of my life; as my fathers illness progressed and he became increasingly incapacitated, he depended on me a great deal. Evidence of responsibility) Each morning before school I took him to the hospital where he received blood ruminations or chemotherapy to treat the lymphoma that was destroying his body. After school, I raced home to complete my homework so that I could later go to his apartment. There I cooked meals, cleaned up, and administered his oral and intravenous medications. Working with Avis became second nature to me. I found myself famili ar with the names of drugs like Cytokine, used to treat CM, Unpaged, to raise ones white blood cell count, and literally countless others. I came home each night after midnight, yet the fatigue I felt hardly touched me; I was no longer seeing wrought my own eyes, but through my dads. I felt his pain when he was too sick to get out of bed. And I hurt for him when people stared at his bald head, a result of chemotherapy, or the pencil-thin legs that held up his 65 frame. I saw the end he was facing, the gradual debilitation the disease caused, the disappointment he endured when people were cruel and the Joy he experienced when others were kind. End sentence I saw his fear, and it entered my life. Third Body Paragraph Topic/Transition sentence My father died on July 28, 1995. Accomplishment) In the last year of his life, I was given the greatest gift I will ever receive: the gift of deep experience. I am now able to recognize the adversity that accompanies any good in life. My father taught me about loyalty, love and strength. But most importantly, he gave me the opportunity to see through his eyes, triggering a compassion in me and a sense of responsibility to those I love and the world around me that I might not have otherwise discovered. Not a day will ever go by when I wont miss my father, but I am so grateful for the blessing of his life. Conclusion Widen the lens beyond the topic at hand and tie up the essay With this compassion and experience comes an even greater responsibility. Luke 12:48 tell us To whom much is given, of him will much be required. As I move forward in my life, it is my hope that I can begin to see other people from two vantage points: theirs and mine. By doing this, I will begin to understand that with my every position or emotion there may be someone else standing at an equally valid, yet possibly opposite point. And that life, for them, has a different hue.

Free Essays on Power Perspectives

Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio... Free Essays on Power Perspectives Free Essays on Power Perspectives Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio...

Cognitive Learning Essay Example | Topics and Well Written Essays - 500 words

Cognitive Learning - Essay Example Many factors that include but are not limited to culture, nurture, education and religion impart knowledge to the individual and influence his/her behavior. Cognitive learning comprises an understanding of the way an individual’s behavior is influenced by the aforementioned factors. The information thus retrieved can be used for formulating learning programmes. Cognitive learning makes an individual gain the necessary knowledge himself/herself by making use of his/her senses. One does not have to be told to learn something particular or behave in a particular manner. Instead, the message is conveyed to the individual without having him/her realize that it was purposefully done. There are numerous ways to achieve this. For example, when a child is appreciated for having behaved in a good manner, he/she will realize that such behavior invites positive response from the adults. So he/she will make it a habit. Likewise, when a child is scolded for having behaved wrongly, he/she wo uld tend not to repeat the act in the future. Companies generally have a reward and punishment system in place to make the employees behave rightly in the workplace. Part 2: Cognitive learning commences as soon as a child begins to gain the sense of the world. In my early childhood days, I was fond of meddling with the switches. Where ever I found a plug, I would put my fingers into it.

Osmosis And The Egg Lab Report Example | Topics and Well Written Essays - 1000 words

Osmosis And The Egg - Lab Report Example 7. The egg was placed in a clean beaker and covered with water, the amount of which was recorded. Following which the beaker was covered and it was left for a week. 8. After a week, the egg was removed from the beaker, dried, measured and weighed, and details about the appearance were noted. Finally, the amount of water that remained in the beaker was measured and recorded. Data table Measurements Baseline After vinegar After corn syrup After water Circumference (cm) 13 14.5 12.2 15.5 Mass (g) 51.5 71.89 51.6 78.5 Appearance Oval, smooth, soft Long, rubbery, more cracks Smaller, partly indented Bigger, like a rubber immersed in fluid Amount of vinegar (ml) 60.5 43 - - Amount of corn syrup (ml) 77 - 79 - Amount of water (ml) 67 - - 35 Change in liquid (ml) - -17.5 2 -32 Graph Figure 1: Starting circumference (in centimeters) of the egg and circumference following each of the experimental treatments. Figure 2: Starting mass (in grams) of the egg and the mass following each treatment. Q uestions 1. The circumference of the egg increased by 1.5cm after it was immersed in vinegar and left to stand for a week. The mass changed, increasing by around 20g. Overall, the size of the egg increased. The amount of vinegar in the jar decreased by 17.5ml. The changes were the result of osmosis. The gradient across the membrane of the egg made it such that molecules of vinegar were drawn into the egg, resulting in a lower concentration of vinegar molecules outside the egg and a higher concentration within the egg at the end of the week. The cracks in the shell of the egg were the result of an acidic reaction between the vinegar and the shell of the egg. The rubbery nature was due to the change in chemical composition of the egg, it had more liquid in it as a result of the... Water molecules will move in the direction of a high concentration of solute, and hence low water concentration until equilibrium is reached. Generally osmosis occurs across a cell membrane; however, this is not always the case. The outside solution can be grouped into one of three categories, isotonic, hypotonic and hypertonic. Isotonic is where the concentration of water is the same inside and exterior to the cell, and as a consequence water moves in both directions with no next change. A hypotonic solution has a higher concentration of water compared to the internal environment, and as a consequence water moves into the cell. Finally, a hypotonic solution has a lower concentration of water to the internal environment, so water moves out of the cell. The process of submerging the egg in liquid and leaving it for a week allowed the process of osmosis to take place. This is because the egg shell is semi permeable and is able to act in the same way that a cell membrane can in terms of allowing diffusion. Both water and vinegar were hypotonic compared to the interior of the egg and as a consequence immersing the egg in these liquids resulted in water being taken into the egg. This resulted in the egg appearing rubbery and gaining in size. In contrast, corn syrup was hypertonic compared to the interior of the egg so water moved out of the egg. As there was already an increased amount of water inside the egg it was this that was removed, resulting in the egg being similar in size to when the experiment began.