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Q1:ASSIGNMENT Student Name Student ID Course Name English Course Code ELC1001 Final Mark / 30 COURSE LEARNING OUTCOMES 1. Explain the key points of an assigned reading from a university text. 2. Demonstrate progress in their own writing problem areas: grammar, punctuation, sentence structure and/or vocabulary through essay writing and revisions of drafts. 3. Apply comprehension strategies to academic texts. 10 % 10 % 10 % UAE to roll out green revolution in schools with launch of Greening Education Hub at COP28 Ministry to introduce framework for sustainable schools; Hub to be legacy at future COPs Published: November 23, 2023 Author: Sajila Saseendran, Senior Reporter Dr Ahmed Belhoul Al Falasi addressing a press conference in Dubai on Thursday to announce the 'Greening Education Hub; ahead of COP28. Dubai: The UAE is set to begin a green revolution in schools with the launch of a “Greening Education Hub under the theme ‘Legacy from the Land of Zayed” at the upcoming UN Climate Conference COP28 in Dubai. Simultaneously, the Ministry of Education (MoE) will launch a national cross-curriculum framework that will set standards for sustainable schools that promote gardening, green curriculum integration, teacher training, and parent awareness to ensure learning about climate action and sustainability in schools across the country. Dr Ahmad Belhoul Al Falasi, the Minister of Education, on Thursday announced the launch of the Greening Education Hub as part of the ministry’s efforts to achieve the goals of the UAE Green Education Partnership Roadmap in preparation for the country’s hosting of COP28. The Hub near the Mobility Gate at the COP28 venue, Expo City Dubai, aims to highlight the importance of education in addressing climate issues and the need to include education in the official discussions during COP28 from November 30 to December 12. The announcement was made at a press conference held at SEE Institute, the region’s first Net Zero Carbon Building located in Dubai Sustainable City, in the presence of Dr Amna Al Dahak Al Shamsi, Assistant Undersecretary for the Care and Capacity Building Sector at the Ministry of Education; and representatives of COP28. Prioritising resource conservation During his keynote speech, Dr Al Falasi noted that the UAE is in a desert climate, characterised by intense heat and arid conditions. In the face of these challenges, the country remains steadfast in its commitment to prioritising resource conservation through innovative solutions. He emphasised that sustainability is of strategic importance and reflects the UAE’s values of preserving the environment and social traditions. “Our ancestors lived in harmony with nature, taking only as much as they needed. Fast-forward to today and their age-old wisdom is still valid in our modern times. They recognised the vital importance of preserving precious natural resources for future generations,” he said. The minister stated that the Greening Education Hub was born out of months of collaboration with the United Nations Educational, Scientific and Cultural Organisation (UNESCO), and is a leap forward in placing education at the centre of climate action. “The UAE follows in the footsteps of the Founding Father, the late Sheikh Zayed bin Sultan Al Nahyan, and continues to mark significant achievements in environmental protection and sustainable development. Hosting COP28 is just another testament to the country’s leadership position in these vital fields. Today, we are honoured to carry on Sheikh Zayed’s legacy aimed at contributing to global sustainability efforts.” He added: “We are on a mission to leave a legacy and ensure that the upcoming COP events continue to ignite the passion for effective climate-related education. This way, we can create a lasting positive impact on the future of our planet. By unlocking the full potential of education to address climate change, we empower our youth to lead the change, paving the way towards a more sustainable tomorrow for all.” Cross-curriculum framework Dr Al Shamsi told Gulf News that the cross-curriculum framework, rooted in the multifaceted nature of climate change, transcends individual subjects. “It fosters a seamless, cross-curricular approach, intertwining literature, science, physics, and social sciences. By integrating knowledge, skills, and values, the framework aims to instill behavioural change in students, preparing them to inherit and preserve the world. This approach extends beyond the classroom, with resources designed for both in-class and external curriculum programmes, fostering a connection between schools, communities, and the wider world.” Standardising eco-friendly practices While acknowledging commendable efforts currently existing in several UAE schools, the framework aims to standardise eco-friendly practices across all schools. “Our programmes set minimum requirements for every learner, educator, and school. It’s not merely about scoring but implementing a model. The Sustainable School Initiative, for instance, has key pillars, including gardening, green curriculum integration, teacher training, and parent awareness. We strive for schools to meet these requirements and foster a green culture universally.” Dr Al Shamsi said the ministry’s initiatives encompass various activities designed for different age groups, whether integrated into the curriculum, content, and tool kits or as extra-curricular materials. “Examples include awareness workshops on food security and beach cleaning activities in collaboration with Alef Education. We emphasise the Greening Communities initiative, extending beyond schools to involve students in developing eco-friendly projects. Partnerships with Greening Curriculum Pillar Partners support students in creating ecopreneur initiatives, with funding provided to sustain and transform these projects into impactful start-ups for the broader community.” She said the ministry champions an incentivising model over an obligatory one. “Recognising our collective obligation to the planet and the environment, we believe that genuine behavioural change arises from passion, understanding, and a sense of responsibility. Emphasising schools as eco-champions, we seek proactive engagement driven by their recognition of the need for positive environmental impact.” Pillars of the Hub Earlier this year, the Ministry launched the UAE’s Green Education Partnership Roadmap in preparation for COP28 in cooperation with UNESCO and UNICEF. “In line with our commitment to achieving the goals of the partnership, we are working across four pillars: Greening Schools, Greening Curriculum, Greening Capacities, and Greening Communities. Four zones of the Greening Education Hub are themed around these pillars, with the fifth dedicated to the overall Greening Education Partnership and the sixth including the main stage (Erth Zayed),” said Dr Al Shamsi. Educators’ Voice, Net Zero Heroes “At the UAE Ministry of Education, climate education is one of our top priorities. We have already started implementing several initiatives, like the Educators’ Voice and Net Zero Heroes. We are confident the ‘Greening Education Hub — Legacy from the Land of Zayed’ will leave a legacy that other nations will benefit from in upcoming COPs. We want visitors to acquire the knowledge and skills they need to actively implement sustainability practices, extending their impact beyond COP28 and contributing to a lasting commitment to environmental stewardship.” About Educators’ Voice, she told Gulf News: “With Educators’ Voice Activation at the Greening Education Hub, we’re uniting global educators to collaborate on climate change education. Five teachers from across the world, alongside five local teachers, will showcase impactful initiatives, ensuring hybrid participation for global educators to learn and share experiences and advancing the mission of the education hub.” As many as 30 students aged from nine to 15 have been chosen as Net Zero Heroes to participate in the Greening Education Hub activities, she added. Registration, sessions Over the course of 13 days during COP28, the Greening Education Hub will include over 250 sessions and workshops, comprising 127 international sessions and 151 national sessions. “The first four days will allow visitors with invitations. Visitors can register on the hub’s website to attend the sessions for schools and the general public scheduled for the rest of the days of COP28,” said Dr Al Shamsi. The Hub has attracted participants from 38 countries and has the support and involvement of 99 NGOs and 36 national entities. To enrich the discussions, 70 esteemed speakers will participate in the Hub’s activities to share their expertise and inspire attendees with their insights. The MoE will also organise 46 sessions. Moreover, the MoE has fostered partnerships with over 40 international partners, resulting in the development of more than 30 projects and activations around climate education. Visitors’ experience The Green Education Hub promises an immersive experience for visitors across distinct zones. The Greening Education Partnership zone focuses on showcasing the pivotal role of education in addressing the climate crisis. Sessions within this zone will highlight coordinated actions and political commitments. The Greening Schools zone will feature sustainable infrastructure models and successful case studies of schools implementing eco-friendly initiatives, presenting interactive displays of sustainable practices in educational facilities. Simultaneously, the Greening Capacities and Curriculum zones will outline systemic approaches to climate change adaptation, emphasising educators’ roles and integrating sustainability into curricula. Lastly, the Greening Communities zone will spotlight community-led initiatives, fostering collaborations among stakeholders to address shared sustainability challenges. With expectations of over 1,000 daily visitors and 500 students, the Hub aims to attract more than 18,000 attendees over 13 days.” Instructions:  Word Limit- 750-800  Typed solution required  AI solutions will be penalized ASSIGNMENT Read the above article and write a summary of not more than 700 words. (10 marks) Read the above article and answer the following questions: (20 marks) Define the underlined words in the article: (6 marks) Arid:_____________________________________________________________ Sustainability: _____________________________________________________ Pivotal:___________________________________________________________ What are the four pillars of the UAE’s Green Education Partnership Roadmap? (4 marks) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ When and where will COP 28 take place? (2 marks) __________________________________________________________________________________________________________________________________________ Who are the “Net Zero Heroes”? (2 marks) __________________________________________________________________________________________________________________________________________ What is the name of the first region’s first net zero carbon building and where is it located? (2 marks) __________________________________________________________________________________________________________________________________________ What do these numbers in the text refer to? (4 marks) 13: ___________________________________________________________ 250: __________________________________________________________ 70: ___________________________________________________________ 127: __________________________________________________________ SUMMARY ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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__________________________________________________________________________________ __________________________________________________________________________________________________________________________________________ Copyright SUC Page l 7 of 10See Answer
Q2:ASSIGNMENT INSTRUCTIONS In this team discussion, you will practice your paraphrasing skills. These skills, which are essential for students and writers, will help you to more easily incorporate information and evidence from sources into your writing. Step 1: Identify a short passage from a source that you want to paraphrase. For example, you could select a passage from one of your textbooks, a passage from a source in the library, or even part of the module notes in this course. Your passage should be at least 3-4 sentences long but no longer than a few paragraphs. Step 2: Read the passage slowly and carefully, answering the following questions in your own words. (Don't try to paraphrase the passage yet. At this point simply answer the questions below.) What do you see as the most important idea of the passage as a whole? Try to write this in your own words using just 1-2 sentences. What other ideas, information, or evidence did the passage use to support the main idea? Make a list. Step 3: Put the passage away so that you are not looking at it. Now, using only your memory and your notes from Step 2, re-write the passage in your own words. Don't try to re-create the passage word-for-word. Instead, try to capture the same ideas using your own words. Step 4: Look at your paraphrase side by side with the original passage. Make sure it doesn't match the original passage with only a few words changed. This may be unavoidable for a few key words or phrases, but it should not be true for the paraphrase as a whole. If it is too close to the original passage, return to Step 3 and try again. Step 5: In your initial discussion post, submit your original passage, the notes you created in Step 2, and the final paraphrase you created in Step 3. In addition, write approximately 100 words describing what you learned from this process. Was the process helpful for you? If so, why? If not, why not Follow the listed steps, Need to do in 125 words APA Style, Choose any topic of your choice (Related to Medical)See Answer
Q3: بن فهم PENCE محمد الأمير ع جامعة او جامعة الأمير محمد بن فهد الأهلية PRINCE MOHAMMAD BIN FAHD UNIVERSITY Professional Development UNIV 1211 Muhammad Siraj Khan Career Development10% OVERVIEW This assignment gives the students the chance to find out more about themselves and their career choice. It will increase the awareness of the student for his aptitude in regard of his chosen profession and allow the student to plan a strategy to increase his skills and counterhis weaknesses. REQUIREMENTS Students will explore and identify in a group setting the skills and abilities required for their chosen profession. Individually the students will research and take an online aptitude, skill orpersonality test. It is up to the student which one he wants to use. In an essay the student will discuss and analyze the results. It is very important that thestudent is honest about the results and about himself. Some personality/aptitude tests are voluminous. Thus, the student has to choose which resultshe wants to showcase. They do have to be related to his profession though. ○ The essay has to have a minimum of 700 words. Required parts are: Introduction of topic, introduction and explanation of the test, review and analysis of the results, discussion of matching or lack of matching of aptitude or ability for the profession, improvement strategy, conclusion. O ○ - The result page of the test has to be submitted together with the essay in one file. This assignment – like all that follow - require a cover page displaying: Student name, student ID, course name and section number, assignment name and number, Instructor name, semester and year. The following links provide example tests. Feel free to choose a different one, even one thatyou have to pay for. It is not a waste of money to find more about yourself: - https://www.aptitude-test.com/free-aptitude-test/quick-test/ https://www.whatcareerisrightforme.com/ https://www.16personalities.com/free-personality-test https://www.careerfitter.com/free_test/careerbuilder/test Security Warning: Some websites exist only to get your private information (phishing). Therefore, use a fake email address and do not provide personal data. Page 1 of 2 SUBMITTING YOUR ASSIGNMENT Date Due: Submission: As communicated. The time is always NOON. Latesubmission means an automatic ZERO grade. At Blackboard and one hardcopy to the instructor on the duedate. Everything has to be in one file. Essay Assessment CRITERIA POINTS Essay format Content, Analysis & Reflections 3% COMMENTS Intro, main body, conclusion, correct formatting, page numbers etc. Minimum 700 words. Number Creatively and individually 5% assessed own performance and leadership style, covered all required subjects Correct English, no typos, correct grammar etc. English 2% Total 10% Page 2 of 2See Answer
Q4:Module 1, Assignment 3: Open Reading RESEARCH Skills Module 1: Collecting and Evaluating Sources Student Learning Outcomes: Differentiate the quality of content across a range of academic resources; Critically read academic sources specific to a field of study or area of interest. For this assignment, you will read one of the articles you have found. Try to use at least one of the suggestions in 1 and 2 of the "Open Reading" techniques (above), and all of those in 3. Then complete the following; 1 point each Add source information (author, title, date) or copy the link to the source here: 1. Select one idea from the article you read that you think is interesting. Copy the sentence(s) about that idea below. Use quotation marks and be sure to copy it exactly. 2. In your own words, what do you think the sentence(s) mean? 3. Why does this idea interest you? What does it make you think about? How does it connect to your research topic? (taken from and portions adapted from Sourceworks, Second Edition, National Geographic Learning, 2012, page 5) MacBook Pro ses/203054/assignments/1807763?module_item_id=4930481 Pag/n Link of the article: 1: https://www-tandfonline-com.proxy.lib.wayne.edu/doi/epdf/10.1080/15391 523.2022.2054036?needAccess=true 2:https://www.proquest.com/docview/2267579337? parentSessionId=UFDHr29u9FxXIvrutJcHGeVwzqJa%2FOAWG %2BDxduueNA8%3D&pq- origsite=summon&accountid=14925&sourcetype=Scholarly%20Journals 3: https://bera-journals-onlinelibrary-wiley-com.proxy.lib.wayne.edu/doi/ full/10.1111/bjet.12907 4: https://www.proquest.com/docview/2343531287? parentSessionId=bpe7fOGcS0vNqhux4et98rMkuBcLCkYElesSLLrGaNM %3D&pq-origsite=summon&accountid=14925&sourcetype=Scholarly %20Journals All questions will be answered separately for each article. Each question must be answered in 4-5 sentences./nyou need to answer the questions for each articles (4 articles) and for each article make sure to submit a separate file. | Student's topic: - Technology in educationSee Answer
Q5: See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/287312521 ResearchGate Chapter 18: Energy Harvesting from Pavements" in Climate Change, Energy, Sustainability and Pavements Chapter in Green Energy and Technology October 2014 DOI: 10.1007/978-3-662-44719-2_18 CITATIONS 21 4 authors: Andrew Dawson AHH Enterprises 256 PUBLICATIONS 7,192 CITATIONS SEE PROFILE READS 7,756 Rajib B. Mallick Worcester Polytechnic Institute 191 PUBLICATIONS 5,132 CITATIONS SEE PROFILE Alvaro García RWTH Aachen University 181 PUBLICATIONS 5,924 CITATIONS Pejman Dehdezi WSP 21 PUBLICATIONS 472 CITATIONS SEE PROFILE All content following this page was uploaded by Rajib B. Mallick on 02 March 2016. The user has requested enhancement of the downloaded file. SEE PROFILE Published in: Climate Change, Energy, Sustainability and Pavements, 2014 Editors: Gopalakrishnan, Kasthurirangan, Steyn, Wynand JvdM, Harvey, John (Eds.) Energy Harvesting from Pavements Andrew Dawson¹, Rajib Mallick², Alvaro García Hernandez³, Pejman Keikhaei Dehdezi4 Abstract Against a background of the immense solar radiation incident with available pavement surfaces, the opportunity for energy to be harvested from pavements is investigated. While the emphasis is on the harvesting of solar-derived heat ener- gy, some attention is also paid to the collection of energy derived from displace- ment of the pavement by traffic and to solar energy converted directly to electrici- ty via photovoltaic systems embedded in pavements. Basic theory of heat collection is covered along with a discussion of the relevant thermal properties of pavement materials that affect heat transmission and storage in a pavement. Available technologies for pavement energy harvesting are reviewed and some of their advantages and limitations reviewed. The chapter continues with some de- scriptions of the ways in which the harvested energy can be stored and then used before ending with sections on evaporative cooling of pavements and system evaluation. 2 A. Dawson, R. Mallick, A. García, P. Keikhaei Dehdezi 1.1 Introduction With the increase in world population and industrialization, there has been a continuous increase in consumption of energy. Therefore, this important question is raised; will fossil energy resources (i.e. coal, oil, and gas) in the future account for the energy needed to survive and develop? Although opinions differ as to when fossil fuels will be depleted, there is no doubt that supplies are limited. Oil, one of the most consumable types of fossil fuels, is being consumed about one million times faster than it was made (Armstrong and Blundell, 2007). In addition, environmental pollution is a serious threat to vegetation, wild life, and human health. Generating energy from fossil fuels increases the level of car- bon dioxide into the upper earth atmosphere and causes anthropogenic climate change; an acceleration of the 'greenhouse effect' (Armstrong and Blundell 2007). The depletion of oil reserves, the need to arrest global warming, climate change, or ozone layer depletion caused by the combustion of fossil fuels, all mandate new thinking from all those with concerns for the future. Hence, governments and industries everywhere are striving, more than ever, to capture, harvest and generate energy in every possible way by discovering new potential energy supplies and reservoirs, and developing innovative technologies to extract the energy available from them. In terms of harvesting renewable ener- gy, there is none more researched than solar energy. The two most attractive things about solar energy are that it is an assured source of energy for the foresee- able future, and it is omnipresent on any exposed surface on the earth during day- light hours. To make the capture and harvesting of this energy feasible, the solar radiation needs to be of a minimum intensity for sufficient period of time during the year. While there are many areas of the world that are blessed with such sun- shine, harvesting technologies need to be of sufficient surface area to capture a meaningful amount of solar radiation. The most commonly used technology. photovoltaic cells – includes cells that themselves have a significant environmen- tal footprint (estimated energy payback times (energy generated/energy consumed to make and deliver) between 0.7 and 4 years and carbon footprints of between 15 and 38g CO2-equivalent per kWh generated) (de Wild-Scholten, 2003). - For these reasons it would be attractive to find an existing common material, existing in all parts of the world, of significant surface area that would be exposed to sunlight all year round and that has the ability to "hold" the energy in the form of “heat” that can be extracted. Pavements - asphalt and concrete, are such mate- rials. They cover millions of square kilometers all over the world and are exposed to the environment throughout the year. As an example, considering the total paved surfaces of 158,000 square kilometers in the US, then an average of 4.8 kil- owatt-hours (kWh) of incident solar radiation per square meter per day means that here are 758 terawatt-hours (TWh) of solar energy per day that is incident on pavements. These pavement surfaces, because of their relatively high absorptivity (and hence low reflectivity) and low conductivity, absorb a significant amount of 1 Energy Harvesting from Pavements 3 this radiation (as much as 80-90% of the energy reaching the earth's surface – see Figure 1.1) and then hold it as heat energy. Hot pavement surfaces, especially dur- ing warm weather, are common observations in most places of the world and are implicated in contributing to the Urban Heat Island (UHI) effect. Their surfaces emit that stored heat, particularly in evenings, leading to increased temperatures of adjacent buildings, use of more cooling energy, and hence depletion of fossil fuels, with consequent CO2 and particulate emissions (Wong & Chen 2009). Fur- thermore, hot pavements are more likely to experience structural and functional failures sooner, thus requiring more frequent maintenance. Moreover, rutting is a major temperature-related distress in asphalt pavements that occurs as a result of high temperature. Hence this heat absorption leads indirectly to greater consump- tion of natural resources and results in more harmful emissions that contribute to- wards climate change (Figure 1.2). Collecting heat from the pavement could re- duce the UHI effect and rutting potential of the asphalt pavement (Mallick et al. 2009; Wu et al. 2011). Surface Temperature (°C) 70 Asphalt Rubber Thin | Asphalt Rubber Thick 65 Asphalt Rubber Thin with White Paint Chip Seal Standard HMA Thin HMA Thick 60 60 55 59 50 50 45 HMA Thin with White Paint HMA Thick with White Paint Crumb-Rubber Concrete ☐☐ UTW Asphalt Rubber Thick with White Paint 30cm Concrete 40 + 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50 Albedo Figure 1.1 Albedo for a range of pavement types in Phoenix, AZ (Cambridge Systematics, 2005). Notes: Albedo is the proportion of incident energy reflected, thus 100 x (1-Albedo) gives the percentage absorbed; HMA = Hot mix asphalt; UTW = Ultra-thin whitetopping (concrete) If this heat energy were to be extracted, two principle benefits would be ob- tained: 4 A. Dawson, R. Mallick, A. García, P. Keikhaei Dehdezi Elevated Emissions of Air Pollutants and Greenhouse Gases Fossil fuel power plants supply more power to meet demand and produces more pollutants, which are harmful to human health and increase air polution by forming ground level ozone/smog, fine particulate matter and acid rain; increases emissions of CO2 which contributes to global climate change Increased Energy Consumption in Offices and Homes Electricity demand for cooling increases 1.5-2.0% for every 0.6°C increase in air temperatures, starting from 20 to 25°C; 5-10% of community-wide demand for electricity is used to compensate for the heat island effect $11. Urban Heat Island Effect Compromised Human Health and Comfort Increased temperature and air pollution causes discomfort, respiratory difficulties, heat cramps, exhaustion, heat stroke and mortality; excerbates the impact of heat waves; death from excessive heat exposure>total deaths from hurricanes, lightning, tornadoes, floods and earthquakes in the US Impaired Water Quality Pavements above 38C increases temperature of rainwater from 21C to 35C; rainwater runoff drains into storm sewers and raises water temperature as it drains into streams, rivers, lakes and ponds, which causes negative effect, even fatal to aquatic life Asphalt mix layers which make up > 90% of pavements, rut under load at high temperatures, which leads to increased frequency of maintenance and rehabilitation; in concrete pavements variation of temperature along depth leads to an increase in curling stresses and potential of cracking Figure 1.2 Effects of high temperature in pavements (James 2002, Akbari, 2005) The energy could be used beneficially, allowing a reduction in fossil fuel- derived energy The energy would be removed from the location where it is currently causing a problem (both to the pavement and to the UHI) To give some context to the amount of solar radiation incidence on pavements, 758 TWh as mentioned above, consider that there are a little over 300 million households in the US using, on average, about 30 kWh of energy per day - a total of about 9 TWh. Thus it is apparent that the complete household consumption of energy in the US could be provided from pavements if only 1.2% of the solar en- ergy incident on the pavement could be captured! Also consider: 1. the fact that there is no need to set up a collector system to capture this en- ergy, (although there is a need for a system to “harvest” it), the system al- ready exists and is functioning as part of the transportation network! In- deed, as Figure 1.1 shows, pavement surfaces are among materials with low albedo (i.e. they don't reflect the energy back into the atmosphere well), so they are relatively efficient at energy collection without any spe- cial treatment. 2. that no additional material is needed for the solar "collector" and this means an avoidance of a significant amount of energy, money and time that are involved in the manufacturing process./n ResearchGate See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/330554205 Numerical Study on Influence of Piezoelectric Energy Harvester on Asphalt Pavement Structural Responses Article in Journal of Materials in Civil Engineering ⚫ March 2019 DOI: 10.1061/(ASCE)MT.1943-5533.0002640 CITATIONS 30 7 authors, including: Pengfei Liu RWTH Aachen University 156 PUBLICATIONS 2,352 CITATIONS SEE PROFILE READS 234 Qian Zhao Shenzhen University 9 PUBLICATIONS 230 CITATIONS SEE PROFILE Hailu Yang University of Science and Technology Beijing 58 PUBLICATIONS 753 CITATIONS Dawei Wang Harbin Institute of Technology 242 PUBLICATIONS 4,576 CITATIONS SEE PROFILE All content following this page was uploaded by Hailu Yang on 07 June 2022. The user has requested enhancement of the downloaded file. SEE PROFILE Numerical Study on Influence of Piezoelectric Energy Harvester on Asphalt Pavement Structural Responses Pengfei Liu, Ph.D.¹; Qian Zhao²; Hailu Yang, Ph.D.³; Dawei Wang, Ph.D., M.ASCE4; Markus Oeser, Ph.D., M.ASCE5; Linbing Wang, Ph.D., M.ASCE6; and Yiqiu Tan, Ph.D.7 Abstract: In recent years, energy harvesting technologies have been applied in pavement engineering. Piezoelectric energy harvesting in pavement aims to take advantage of the vehicle load on a road. Most of the existing theoretical and experimental research focused on the materials, structures, and shape of the energy harvesters to improve the efficiency of the output energy. However, few investigations have analyzed the compatibility of piezoelectric energy harvesters (PEHs) and pavement. This study investigated the influence of PEHS on the structural response of asphalt pavement. Three-dimensional (3D) tire-pavement interaction finite-element models with and without a PEH were constructed according to a previous demonstration project. Several critical points within the pavement structures were selected and their mechanical responses induced by the passing tire were compared and discussed. A parametric study analyzed the pavement responses to different traffic speeds, tire loads, and bonding conditions between the PEHS and asphalt layers. Two potential optimization solutions for the PEH were explored. The results showed that the influence of the PEH on the asphalt pavement performance is significant in terms of the horizontal and vertical strains and von Mises stresses. A PEH causes potential permanent damage initiation in its adjacent area within the pavement structure. The maximum values of the horizontal tensile strains appeared at the bottom of the asphalt surface course in all pavement models with a PEH. These conclusions offer basic information for improving the practical design of PEHs in asphalt pavement. DOI: 10.1061/(ASCE)MT.1943-5533.0002640. © 2019 American Society of Civil Engineers. Author keywords: Piezoelectric energy harvester; Finite-element method; Asphalt pavement; Dynamic analysis; Tire-pavement interaction model. Downloaded from ascelibrary.org by Dawei Wang on 01/13/19. Copyright ASCE. For personal use only; all rights reserved. Introduction Roads, as one of the most important types of infrastructure, play a key role in a country's economic growth. With the rapid urbanization Assistant Researcher, Institute of Highway Engineering, Rheinisch- Westfaelische Technische Hochschule Aachen Univ., Mies-van-der- Rohe-St. 1, Aachen D52074, Germany. Email: liu@isac.rwth-aachen.de ²Ph.D. Candidate, Graduate Research Assistant, National Center for Materials Service Safety, Univ. of Science and Technology Beijing, 30 Xueyuan Rd., Haidian District, Beijing 100083, China. Email: zhaoqian928 @126.com 3 Assistant Researcher, National Center for Materials Service Safety, Univ. of Science and Technology Beijing, 30 Xueyuan Rd., Haidian District, Beijing 100083, China. Email: 727930305@qq.com *Professor, School of Transportation Science and Engineering, Harbin Institute of Technology, 73 Huanghe Rd., Nangang District, Harbin 150090, China; Professor, Institute of Highway Engineering, Rheinisch-Westfaelische Technische Hochschule Aachen Univ., Mies-van-der-Rohe-St. 1, Aachen D52074, Germany (corresponding author). Email: wang@isac.rwth-aachen.de "Professor, Institute of Highway Engineering, Rheinisch-Westfaelische Technische Hochschule Aachen Univ., Mies-van-der-Rohe-St. 1, Aachen D52074, Germany. Email: oeser@isac.rwth-aachen.de °Professor, Joint USTB-Virginia Tech Laboratory on Multifunctional Materials, Univ. of Science and Technology Beijing, 30 Xueyuan Rd, Hai- dian District, Beijing 100083, China; Professor, Virginia Tech, Blacksburg, VA 24061. Email: wangl@vt.edu; lbwang@ustb.edu.cn Professor, School of Transportation Science and Engineering, Harbin Institute of Technology, 73 Huanghe Rd., Nangang District, Harbin 150090, China. Email: tanyiqiu@hit.edu.cn Note. This manuscript was submitted on July 13, 2018; approved on September 12, 2018; published online on January 14, 2019. Discussion period open until June 14, 2019; separate discussions must be submitted for individual papers. This paper is part of the Journal of Materials in Civil Engineering, ASCE, ISSN 0899-1561. © ASCE and updated information technology, significant changes have taken place in the field of transportation and infrastructure systems. For example, with the development of wireless sensor networks (WSNs) and intelligent transport system (ITS), an increasing num- ber of intelligent devices have been designed and added to the tradi- tional infrastructure. Thus, new challenges about powering the devices have been put forward as well. In recent years, energy harvesting technologies have attracted wide attention. Researchers developed different kinds of devices to transform light, wind, vibration, and heat from the environment into electricity (Batra et al. 2011; Chiarelli et al. 2015; Dakessian et al. 2016; Galchev et al. 2011; Kan et al. 2016; Wischke et al. 2011). Pavement always bears large numbers of axle loads during its lifetime, which contain abundant mechanical energy. Piezoelec- tric energy harvesting in pavement aims to take advantage of the vehicle load on the road. According to the piezoelectric effect of piezoelectric materials in pavement, its deformation caused by ve- hicles can be turned into electrical energy, for recycling and stor- age, and is one of the most popular pavement energy harvesting technologies (Faisal et al. 2016; Roshani et al. 2016; Sun et al. 2013). Zhao et al. (2010) designed a cymbal-shaped energy harvester for asphalt pavement and analyzed its performance at different sizes, and suggested that thicker piezoelectric transducers (PZTS) and smaller total cymbal size maximized efficiency. Yesner et al. (2016) provided an improved bridge transducer based on the cym- bal structure with a novel electrode design. The transducer con- sisted of a square PZT ceramic (32 × 32 × 0.2 mm) and steel caps. The prototype was made of 64 transducers and produced 2.1 mW under simulated traffic loadings. Moure et al. (2016) also calculated the exact output energy under different kind of traffic loading by cymbal harvesters. Based on indoor tests of the harvesters, they J. Mater. Civ. Eng. 04019008-1 J. Mater. Civ. Eng., 2019, 31(3): 04019008 Downloaded from ascelibrary.org by Dawei Wang on 01/13/19. Copyright ASCE. For personal use only; all rights reserved. calculated that the energy density of this technology could be be- tween 40 and 50 mWh/m². Zhao and Erturk (2013) presented two numerical methods of the electromechanical model of multilayer PZT stacks under harmonic and random vibrations. Yang et al. (2017b) designed a stacked mode for a piezoelectric energy har- vester (PEH) with a set of nine piezoelectric units in a package 300 x 300 x 68 mm. The open circuit voltage of the system reached 280 V during tests with a pressure testing machine and an accelerated instrument model mobile load simulator. Lv et al. (2015) investigated the behavior of PZT stacks embedded in as- phalt pavement using the finite-element method (FEM) with differ- ent parameters of stack size, and adopted a nylon package for the PZT stacks. The piezoelectric cantilever beam-type energy har- vester is supposed to perform better in bridge applications with an optimized design of its size and mass distribution (Karimi et al. 2016; Zhao et al. 2017). There are also demonstrated projects and research with PZT stack harvesters embedded in highways in the United States (Xiong and Wang 2016) and in China (Yang et al. 2018), both of which suggested that piezoelectric technology is a promising method for pavement energy harvesting. In addition, different piezoelectric materials such as polyvinylidene fluoride (PVDF) have been used for energy harvesting of sensors (Huang and Chen 2016). However, most of the existing theoretical and experimental re- search focused on the materials, structures, and shape of the energy harvesters to improve the efficiency of output energy (Yang et al. 2017a; Chen et al. 2016; Zhao et al. 2014). On the other hand, many experimental and numerical studies investigated the deterioration of traditional asphalt pavements (Liu et al. 2013, 2017a, c; Wang et al. 2017). As far as the authors know, few investigations have analyzed the performance and structural response of pavement embedded with PEHs, especially the reliability and durability for long-term service (Roshani et al. 2017; Chen and Anton 2017). With the popularization of PEHs in pavement engineering, it is in- creasingly important to determine the compatibility of PEHS and pavement, i.e., the relationship between a PEH and its influence on the performance of the host pavement. This paper focuses on the influence of PEHs on asphalt pave- ment response using the FEM. First, a demonstration project in pre- vious research is briefly introduced to show the application of PEHs in the practice. Then tire-pavement interaction finite-element (FE) models with PEHS and without PEHS in three dimensions are constructed according to the demonstration project, followed by verification using analytical and experimental methods. The mechanical responses of the asphalt pavements are comprehen- sively investigated based on the numerical simulation. Several critical points within the pavement structures are selected and their mechanical responses induced by passing tires are compared and discussed. A parametric study analyzes the pavement responses at different traffic speeds, tire loads, and bonding conditions between the PEH and asphalt layers. Two potential optimization solutions of the PEH are explored with the aim of reducing or delaying the potential premature damage caused within the pavement structure with the PEH. Finally, some general conclusions and recommen- dations are given. Methodology Demonstration Project A prefabricated PEH was embedded in the Ma-Zhao Highway, spe- cifically at K90 + 700, a highway near Zhaotong City in Yunnan Province, China. This is the site of a previous demonstration project © ASCE internal circuit board piezoelectric units packaging materials Fig. 1. Perspective illustration of the PEH. which was around 50 m in length. Taking into consideration the contact patch of tires, it was decided to design the PEH in a square shape with a side length of 0.3 m in order to improve the contact with vehicle wheels. The PEH was 0.08 m thick, which is margin- ally less than the sum of the asphalt surface and binder layers in the test site (0.1 m). The PEH was composed of four component parts: the packaging materials, the piezoelectric units, the internal circuit boards, and other components for sealing and fastening (Fig. 1). Piezoelectric material was the core component of the PEH, with a piezoelectric unit size of $20 × 23.2 mm, using piezoelectric ceramics PZT-5 H (Baoding Hongsheng Electronic Equipment, Baoding, Hebei, China). PA66-GF30 (Quadrant Plastics, Shanghai, China) is a kind of nylon reinforced with 30% glass fiber, which was selected as the material for the packaging of the PEH due to its high toughness, load resistance, and strength and its resistance to repeated shocks. There was an upper, middle, and lower layer to the protective layer, in which the upper layer directly undertook the vehicle load, the ground reaction force was supported by the lower layer, and the middle layer facilitated the holes for 12 piezoelectric units, desiccant positioning, and grooves for wires and the internal circuit board. The outputted power exited via a cable when the piezoelectric units were connected to the circuit board. A built-in rectifier circuit kept the output voltage positive. Water leakage was prevented by sealing the rectifier circuit with electronic glue. This was achieved via the application of a silicone gasket between the upper and lower encapsulation structures. To avoid stress concentration, a 0.04-m- diameter stainless steel gasket was inserted between the piezoelec- tric materials and wrapped in a protection package. Therefore, the PEH had good performance level in terms of compression, resis- tance to fatigue, and water resistance as a result of these methods. Light-emitting diodes (LEDs) were connected to the PEH to receive the piezoelectric power. Fig. 2 shows the PEH installation process, and the final state of the demonstration pavement is shown in Fig. 3. The demonstration project showed the high efficiency of the PEH; more information and results were given by Yang et al. (2018). Finite-Element Modeling of Tire-Pavement Interaction Models A 295/75R22.5 truck tire was selected to derive the mechanical response of asphalt pavement with and without a PEH under heavy traffic moving loads. Some features of the tire are listed in Table 1. Because this research focused specifically on the pavement re- sponse, a simplified model of the tire model was used, consisting of a detailed tread and a body section, without belts or cords, mounted on a rim. The tire was considered as elastic, and the rim considered J. Mater. Civ. Eng. 04019008-2 J. Mater. Civ. Eng., 2019, 31(3): 04019008 Reserving positions for PEHS during construction Covering the Slotting and coring for installation PEHS' zone with uniform protection layer Laying the cable and filling the seam Cleaning and levering the holes' bottom Putting PEHS in the pavement and compacting Fig. 2. Flowchart of PEH installation. as a rigid body, to help improve computational efficiency. The material properties of the tire are listed in Table 2. A two-dimensional cross section of a 295/75R22.5 tire was used to produce a three-dimensional (3D) model (Fig. 4). The rim was fixed upon a reference point on the tire's axis of rotation. It is help- ful in terms of providing the angular rotation boundary condition for the tire. The discretization of the tread and body section used 39,108 solid elements (C3D8 R). There were 73,635 nodes in total. Symmetrical tire-pavement interaction models were developed under the assumptions that the construction was free from defects, the pavement structure was in good condition, and the center of the tire passed directly over the PEH without any tire wander. It was important to analyze first the structural responses of the pavement without a PEH to provide a reference for the studies of the pave- ment structure with a PEH (Fig. 5). The element size in close prox- imity to the loading path was defined to be smaller than the global element size. The pavement model was 10 m in length and 1.85 m in width. Both ends and the right-hand side of the pavement (in the direction of traffic) were defined with symmetrical boundary conditions. The underside of the subgrade layer and the left-hand side (in the di- rection of traffic) of the pavement were fixed in all three directions. In addition to the interfaces between the PEH and asphalt layers, the three asphalt courses were fully bonded together. In order to permit only relative horizontal displacement at the interlayers, the interfaces between the asphalt base course and the subbase, and between the subbase and the subgrade, were partially bonded. Fur- ther details about the material properties and geometry of the pave- ment models are listed in Table 3. These material properties were measured from the specimens derived from the demonstration pavement, which was at a representative temperature of 25°C in the region in which the demonstration project was performed. In this initial study, the tire-pavement interaction model was used to predict the pavement response under one pass of the tire. The sim- ulation time was relatively short and the viscoelasticity of the pave- ment materials was not obvious. As a result, only elastic material properties were considered in this study. As mentioned in the previous section, the side length of the PEH was 0.3 m and its thickness was 0.08 m. The material properties of the PEH were considered to be the same as the properties of its protective pack- aging material, nylon (PA66 with 30% glass fiber), the density, E-modulus, and Poisson's ratio of which were 1,290 kg/m³, 5,900 MPa, and 0.34, respectively. Inflation of the tire, tire loading onto the pavement surface, and tire movement along the pavement were the three steps used in carrying out the simulation. All the simulations were carried out in Abaqus/Explicit version 2017. During the tire inflation step, the tire center was fixed and inflated to an internal surface pressure of 0.759 MPa, which happened in 4 s, while the tire was held at a defined distance above the pavement. Next, the tire was moved down to the pavement surface by applying axle loads and gravita- tional force on the reference point of the tire. The simulation time of the tire loading step was 8 s, which ensured that the tire was stable before rotation. Then a constant angular velocity was determined with respect to the reference point of the tire. The tire's constant rotation was converted into a longitudinal movement along the loading path using slip-free tire-pavement contact in Abaqus (2014). The duration of the tire rotation process was dependent on the traffic speed. More information about the tire-pavement in- teraction model was given by Liu et al. (2018a). Verification of FE Model A simulation was performed to validate the tire-pavement interac- tion model, during which the tire passed a ditch profile at a speed of 19.3 km/h. A water drainage ditch 0.69 m long and 0.12 m deep was used in determining the dynamic tire responses (Fig. 6). The curvature radius was 0.78 m and the dimensions of the pavement were 5 × 0.8 × 0.04 m. Results derived from Chae (2006) were directly comparison with the computational results in this study (Fig. 7), demonstrating that the vertical displacement response derived from the developed model was reasonable. Downloaded from ascelibrary.org by Dawei Wang on 01/13/19. Copyright ASCE. For personal use only; all rights reserved. © ASCE 14295. (a) (b) Fig. 3. Final state of the demonstration pavement: (a) close view of PEH embedded in the demonstration pavement; and (b) demonstration pavement with a passing car. 04019008-3 J. Mater. Civ. Eng., 2019, 31(3): 04019008 J. Mater. Civ. Eng. Table 1. Selected tire specifications Specification Overall diameter of tire Diameter of rim Section width of tire Thread depth Maximum load capacity Value and fluctuations (Liu et al. 2018b). Because the relative errors were 12% and -3.6%, respectively, they were within the error range. Thus, based on this criterion, the interaction model was verified. 0.97 m 0.5715 m 0.295 m 0.015 m 26.7 kN Table 2. Material properties of tire Parameter Thread and body section Density (kg/m³) 719 Poisson's ratio 0.3 Rim 8,000 0.3 80 E-modulus (MPa) Source: Data from Lin and Hwang (2004). Fig. 4. 3D tire model. 200,000 Data from experiments on the German Federal Highway Re- search Institute's test track further verified the developed model. Pressure load cells and strain gauges were buried at different depths during the test track construction to measure stresses and strains due to applied loads (Liu et al. 2017b). A moving tire with a speed of 30 km/h was used in the dynamic analysis undertaken in this study. The values from the simulation and the experimental measurements were compared (Table 4). A range of error of 20% was considered to allow for uncertainties Analyses and Discussions of Asphalt Pavement Structural Responses Mechanical Responses at Critical Points of Pavement Structures Some critical points in the pavement structures were selected to analyze the structural responses of asphalt pavements with and without the PEH. The horizontal tensile strain along the transverse direction of the traffic normally appears at the bottom of the asphalt layers and causes reflective cracking in asphalt pavements. As a result, for both pavement models, six points (C1-C6) at the center of the loading path and six points (E1-E6) at the edge of the load- ing path were selected. Points C1-C3 and E1-E3 were at the bot- tom of the asphalt binder course, whereas Points C4-C6 and E4-E6 were at the bottom of the asphalt base course. In the pavement model with the PEHs, C1, E1, E2, C3, E3, C4, E4, E5, C6, and E6 were located below the edges of the PEH (Fig. 8). Comparison of Critical Points at Bottom of Asphalt Binder Course The peak horizontal strains were derived from the FE simulations. Generally, the peak horizontal strains of the critical points were found when the tire was passing the corresponding critical points. In addition to the horizontal strains, the peak von Mises stresses were also determined from these critical points. Extensive use of the von Mises stresses enabled characterization of the yielding of the materials, and, therefore, the structure's permanent damage ini- tiation. The results are shown in Fig. 9. The letters p and t refer to the pavement model with the PEH and the traditional pavement model without the PEH, respectively. For example, Clp means the critical point in the pavement model with the PEH at location C1 mentioned previously; C1t means the critical point in the pave- ment model without the PEH at the corresponding location. At the bottom of the asphalt binder course, the horizontal strains derived from the critical points at the center of the loading path (C1-C3) were tensile in both the pavement with and without the PEH, whereas those derived from the edge of the loading path (E1-E3) were compressive [Fig. 9(a)]. This indicates that the points at the center of the loading path were prone to cracking in both pavement models. The peaks of the tensile strains derived from Downloaded from ascelibrary.org by Dawei Wang on 01/13/19. Copyright ASCE. For personal use only; all rights reserved. Traffic direction Traffic direction PEH (a) (b) Fig. 5. Different types of tire-pavement interaction models: (a) pavement model without PEH; and (b) pavement model with PEH. © ASCE 04019008-4 J. Mater. Civ. Eng., 2019, 31(3): 04019008 J. Mater. Civ. Eng./n Journal of Environmental Management xxx (xxxx) 116289 Contents lists available at ScienceDirect Journal of Environmental Management journal homepage: www.elsevier.com/locate/jenvman Environmental Management ELSEVIER Research article Recycling waste vehicle tyres into crumb rubber and the transition to renewable energy sources: A comprehensive life cycle assessment Quddus Tushara, Joao Santos, Guomin Zhang, Muhammed A. Bhuiyanª, Filippo Giustozzi ª, a School of Engineering, RMIT University, GPO Box 2476, Melbourne, VIC, 3001, Australia b Department of Construction Management and Engineering, University of Twente, Enschede, the Netherlands ARTICLE INFO ABSTRACT Keywords: Life cycle assessment (LCA) Crumb rubber (CR) Monte Carlo simulations Renewable energy Asphalt pavements Recycling This study conducts a comprehensive life cycle assessment (LCA) on converting waste vehicle tyres into recycled crumb rubber (CR) granules as an alternative polymer for enhancing asphalt properties. The LCA study has been performed on acquired industrial primary data by incorporating CR at different proportions of binder in one ton (1-ton) of asphalt mix following the wet method. The uncertainty analysis of design variables identified a rela- tively strong positive relation of emissions with the equipment energy consumption (r = 0.98). Monte Carlo sim- ulations evaluate the potential renewable sources (solar, hydro, and wind) in sequence over fossil fuels for the possible transition in the Australian grid by 2030 and 2050, as per the Paris Agreement. 71.91% reduction of CO2 emissions is achievable by recycling vehicle tyres into crumb rubber compared to landfill and incineration. Recy- cling by-products of CR production, such as steel and textile, significantly mitigates negative impacts. A decrease of 2.23% emissions was associated to the use of crumb rubber as a binder modifier in the asphalt mixture via the midpoint assessment. In endpoint LCA, a higher association of resource (US$) saving costs was observed than for other protective zones, i.e., human health and ecosystem damage. Recycling 466,000 tonnes of disposable waste tyres contributes to 16.1 million US$ worth of resource savings. An equitable industry-based LCA and uncer- tainty analysis of design parameters can assist in prioritizing suitable options to improve efficiency and future emission strategies on a global scale. 1. Introduction Over the last two decades, a growing interest in developing life cycle assessment (LCA) for road pavements has brought the analytical quan- tification of environmental impacts associated with recycled materials (Ma et al., 2021). The reliability of the LCA results depends to a large extent on decisions concerning the selection of proper functional units, system boundaries, data sources, and the quantification of associated uncertainties (Santero et al., 2011; Santos et al., 2015). An equitable in- dustry data-based assessment can help identify these gaps, thus offering a tailored and integrated comparative LCA solution rather than a sub- jective decision. Ultimately, the accuracy in conducting LCA will lead government bodies and private agencies towards successful paths of sustainable decision-making. Traditionally, the construction and maintenance of roads rely heav- ily on consuming significant quantities of virgin materials. This hap- pens in a context where an ever-increasing accumulation of waste mate- rials, lack of landfill space, and shortage of natural materials are being recorded. Within this context, the disposal of vehicle tyres wastage is now one of the prime environmental concerns that has to be adequately addressed. More than a billion tyres waste is generated around the world each year (İlkılıç and Aydın, 2011). Naturally, vehicle tyres in the environment are not readily decomposable. In addition, tyres com- bustion releases pollutants that are detrimental to human health, par- ticularly polycyclic aromatic hydrocarbons (PAHs), styrene, benzene, butadiene, and phenols (Reisman, 1997). Sometimes, waste tyres are then illegally disposed of either in landfills or burnt. Granulated crumb rubber (CR) derived from waste tyres has sparked interest as additive in bituminous mixes to reduce this impact (Dias et al., 2014). CR in as- phalt pavements is often considered a sustainable solution to reduce waste materials. CR acts as an alternative polymer to improve the per- formance of hot mix asphalt. An overview of the CR effects on rutting, stiffness, and fatigue resistance of the road pavement has been identi- fied by several studies (Arabani et al., 2018; Singh-Ackbarali, 2013; Zhang et al., 2020). Corresponding author. RMIT University, School of Engineering, 124 La Trobe St, VIC, 3000, Australia. E-mail address: filippo.giustozzi@rmit.edu.au (F. Giustozzi). https://doi.org/10.1016/j.jenvman.2022.116289 Received 16 February 2022; Received in revised form 30 August 2022; Accepted 13 September 2022 0301-4797/ 20XX Note: Low-resolution images were used to create this PDF. The original images will be used in the final composition. Q. Tushar et al. Identify the probabilistic distribution of input variables Determine the outcome based on input variations Run Monte Carlo simulations on the outcome Collection of simulations results Obtain sensitivity indices of design parameters Emphasize the influential parameter Fig. 1. Typical schematic diagram of performing sensitivity analysis for recy- cling facilities. End-of-life car and truck tyres (ELTs) are considered a substantial environmental hazard due to their potential impact on landfills (Yadav and Tiwari, 2019). Leaching compounds of dumped tyres are the possi- ble sources of soil contamination, surface water, and groundwater pol- lution. Tyres combustion releases pyrolytic oils and other harmful sub- stances into air, soil, and water. Even the disposal of tyres into piles be- comes an insect breeding ground, particularly mosquitoes, vermin, and others. Therefore, specific strategies have been developed for waste tyres landfill as monofils to reuse, recycle, and maximize energy recov- Journal of Environmental Management xxx (xxxx) 116289 ery (Matthews, 2006). Monofills comprise only specific waste materials that have to be separated from other waste materials. This study identi- fies the environmental impacts considering the consequences of waste tyres transportation and disposal at landfills, aiming to increase recy- cling. Monofills in Australia ensure the maximized recovery of scraped tyres from a specific area and improve ways of reducing contamination. However, the benefits of monofills will only be perceived if the storage of shredded and cut tyres will be advanced into reprocessing opera- tions. Tyre manufacturing industries consume a significant proportion of the world's natural or synthetic rubber. However, in many countries, most waste tyres are dumped into landfills due to the lower disposal cost. Still, there is a potential research gap in waste management re- garding waste tyres disposal and recycling because of their complex composition. The mixture of various ingredients including rubber, tex- tile and steel make tyres valuable resources. The general composition of a tyre includes elastomeric compounds (natural and synthetic rubber), carbon black, hydrocarbon oils, vulcanizing agent (sulphur com- pounds), sulphur accelerator, and protective antioxidizing agents as a stabilizer (Sienkiewicz et al., 2017). Moreover, this causes tyres to be resistant to natural degradation, resulting in landfills instability if not shredded. Recycling facilities for waste tyres provide the provisions for recov- ering these useful materials. The devulcanisation process is one that is used to regenerate granular rubber and reuse it as virgin materials (Nanjegowda and Biligiri, 2020). Mechanical grinding, cryogenic grind- ing (liquid nitrogen), wet grinding, and ozone cracking are also alterna- tive recycling processes. Recycled granular rubber can be used as modi- fiers and fillers in asphalt and concrete production. Its serviceability in the different mix design can be improved by further processing the granulated rubber through chemical, microbial, microwave, and ultra- sonic procedures. Other advanced disposal options include recovering energy, solids, oil, and gaseous products through pyrolysis, gasification, or combustion. However, the suggested approach of advanced disposal depends upon the acceptability of recycled resources, such as tyre- derived diesel, as alternative fuels on the current markets. Granulated crumb rubber is scrapped through the mechanical grind- ing process at the end of the tire's life cycle in a specialized plant (Valente and Sibai, 2019). The application of granulated tyre rubber in asphalt is known as CR asphalt technology. Two categories are involved in this technology; wet and dry process. Steel wire Waste Tyres collected Transportation to site Shredded tyres conveyed into Rasper Tyres conveyed into Barclay Shredder If tyres are not 6 conveyed back into shredder Yes No Bobcat relocates materials Classifier shredded tyres, into 6" or less Co-products of tyres recycling Magnetic screening and fibres separator Air conveyed chunks into Granulator Processing granules through Cracker Mill Fibres/textile (Polyester) Tyres shredded into 25mm chunks Crumb rubber production Bagging station Forklift relocates materials Fig. 2. System boundaries considered for the production of 1-ton crumb rubber from waste tires. 2 Q. Tushar et al. Journal of Environmental Management xxx (xxxx) 116289 Extraction of crude oil Allocation of distribution 60% for lighter products to further refining Aggregates extraction by crushing and screening Crude oil refining into bitumen Transportation of aggregates to storage or asphalt plant Transportation of bitumen from refinery to point of sale/ asphalt plant Allocation of distribution 40% for bitumen Heating and drying of aggregates Storage of bitumen Co-products of crumb rubber process (e.g. steel fibre and textile) Usage of aggregates to produce asphalt (95% by weight of the asphalt mix) Usage of bitumen to produce asphalt (5% by weight of the asphalt mix) Heating and blending bitumen with aggregates and CR proportions (5%, 10%, 15% and 20% by weight of the binder) Hot mix asphalt production Asphalt paving and rolling Waste tyre collection and processing at recycling facilities Crumb rubber (CR) production Fig. 3. System boundaries considered for the production of 1-ton of asphalt mixture. In the wet process, CR modified bitumen is known as asphalt rubber (AR), which has high viscosity and increased elasticity (Kang et al., 2015). AR is prepared in specialized mixers at about 180 °C with a cer- tain percentage of CR (usually more than 15% by weight of the total binder), depending on the desired properties of the final product (Qian and Fan, 2020). After curing, the prepared binder is mixed with aggre- gates to produce asphalt concrete. In the dry process, the main focus is improving the overall elastic re- sponse by integrating CR into the aggregate. CR contributes to increas- ing the load-bearing capability of asphalt pavements (Ateeq and Al- Shamma'a, 2016; Mohammadinia et al., 2018). The produced mixture comprises CR between 1% and 3% of dry aggregates weight, usually dense-graded to absorb the load (Xiao et al., 2018). However, the opti- mum binder ratio in this type of mixes is generally slightly higher than that of standard asphalt mixes that do not contain recycled rubber. Generally, pavement performance is influenced by the adhesive properties of the bitumen. Conventional bitumen consists of a limited range of rheological and durability properties, which are not sufficient to withstand pavement degradation under increasing trafficking and weathering (Giustozzi et al., 2015). Therefore, engineers and re- searchers are trying to seek out solutions for bitumen modifiers. Avail- able bitumen modifiers and additives used during construction include styrene-butadiene-styrene (SBS) and ethylene-vinyl acetate (EVA) (Diab and You, 2017; Eldouma and Xiaoming, 2021). The commercial use of these polymers in pavement construction enhances the relative cost due to these expensive materials. However, using alternative mate- rials in pavement construction such as CR has the potential to benefit the environment, improve the durability and properties of asphalt binder, and be cost-effective (Mashaan et al., 2011, 2014; Mashaan and Karim, 2013). The recent trend in road construction is to apply waste materials in roads to reduce fossil fuels, raw material consumption and avoid land- fills burden (Giani et al., 2015; Santos et al., 2021). Numerous LCA studies have already been conducted to quantify the potential environ- mental impacts of using recycled waste materials in road pavements construction (Butera et al., 2015; Cabeza et al., 2014; Li et al., 2019). Specifically, for crumb rubber in asphalt pavements, engineering prop- erties assessed and environmental concerns compared of asphalt mixes using rubber/plastic-modified binder with a commercial polymer- modified binder (Yu et al., 2014). Another study quantified the environ- mental impacts of dense- and gap-graded asphalt mixes combining crumb rubber with recycled asphalt pavement (RAP) materials (Farina et al., 2017). LCA focused on comparing the environmental perfor- mance of rubberized porous asphalt pavement incorporating recycling materials such as crumb rubber and waste plastic with conventional as- phalt mixes (Gulotta et al., 2019). The potential environmental impacts of asphalt mixes containing CR (vulcanised or devulcanised) and RAP were evaluated considering different degrees of binder activation of the aged binder through an LCA (Bressi et al., 2021). These results explain the associated impacts of rubber processing and bitumen content in as- phalt mixture is relatively higher than reclaimed asphalt pavement (RAP). However, the justification of resource consumption and emis- sions on the CR production has been neglected in these studies. Notwithstanding the merits of the aforementioned studies in ad- vancing the state-of-the-art on the application of the LCA methodology to quantify the environmental impacts of different asphalt mixes incor- porating CR, most of these studies relied on secondary data rather than on primary data obtained from industrial plants. The studies that did source data from industrial plants only provided single figures to ac- count for the entire CR production process, thereby falling short in cap- turing the contributions of the many recycling stages and processes in- volved. To the authors' best knowledge, none of the previous studies conducted a LCA study that looked at the crumb rubber production us- ing energy consumption and production data from tyre recyclers. The present research focuses on the comprehensive manufacturing process of recycling waste tyres into CR and emphasizes further reusing CR co- products (steel and fiber) to improve environmental scores. Previous studies have also not considered the uncertainties associated with crumb rubber production and how this is affected by various energy sources and electricity mixes. The latter aspect is particularly relevant because many countries are developing energy transition roadmaps to- ward more reliable and decarbonized energy systems. The uncertainty analysis of recycling facilities is similar for different types of applications. Typical steps of implementing sensitivity analysis 3 Q. Tushar et al. Table 1 LCI to produce 1-ton CR as per the Australian electricity grid mix. Step1: Recycled tires are transported to the site consumption Process Distance Consumption rate of fuel (Diesel) (km) Fuel Transportation 45 18.40 L per 100 km 8.28 L Fuel consumption 8.28 L of diesel Output recyclable waste tires (1.25 ton) Step2: Recycled tires conveyed into the Barclay Shredder (20 min) Electricity Journal of Environmental Management xxx (xxxx) 116289 mixed with hot bitumen in a mixing tank and finally poured onto the hot aggre- gate to produce hot mix asphalt. Before CR-modified bitumen is added to the ag- gregate in a batch mix plant, drying and heating of aggregates are necessary to minimize moisture content. The energy consumption associated with asphalt laying in the field is dependent on the amount of diesel used by the equipment during operation. The literature data shows a fuel consumption of approxi- mately 0.294 L per ton of asphalt laid by different vehicles. Table 2 Fossil fuels-based Renewables based generation electricity electricity Energy consumption LCI to produce and lay 1-ton of asphalt pavement. Process for Materials Unit Measurement References Barclay Coal Gas Oil Shredder (54%) Barclay 13.5 (20%) (2%) 5 0.5 2.25 Solar Wind Hydro (9%) 2.25 (9%) (6%) Aggregate extraction and transformation 1.5 25 kWh Shredder Electricity consumption Motor Classifier 0.675 4 Conveyor 1.08 0.25 0.4 0.025 0.1125 0.1125 0.04 0.18 0.18 0.075 0.12 1.25 kWh 2 kWh Diesel for equipment or vehicle operation MJ/ton aggregate Liter/ton aggregate 21.19 0.48 IVL (Swedish Environmental Research Institute) Huang (2007) belts Bitumen production and storage Energy 28.25 kWh Crude oil extraction MJ/ton 1779 Stripple (2001) Fossil fuels-based consumption Output 6-inch tire shreds (1.25 ton) Step3: Shredded tires conveyed into the Rasper (15 min) Electricity (Combustion of natural gas crude oil for steam generation) Crude oil refining (Electricity MJ/ton 90 Renewables based generation electricity electricity Energy consumption consumption) crude oil Diesel for transportation Liter/ton 3.9 Rasper Coal Gas Oil (54%) Rasper Motor 24.3 2 Conveyor 0.405 0.15 (20%) (2%) 9 0.9 4.05 0.015 0.0675 Solar Wind Hydro (9%) (9%) (6%) crude oil Bitumen storage MJ/ton 162 4.05 2.7 0.0675 0.045 45 kWh 0.75 kWh bitumen Asphalt mixing and drying aggregate belts Electricity consumption MJ/ton 25.2 Liter Bobcat Diesel in Energy consumption 45.75 kWh and 1.88-L diesel Output 25 mm tire chunks (1 ton), steel (0.2 ton), and fibers (0.05 ton) Step4: Tire chunks are conveyed into the Granulator (15 min) 1.88 L asphalt (Huang et al., 2009; Stripple, 2000) Fuel oil MJ/ton 251.3 asphalt Asphalt Placement Asphalt paver Three Rollers Liter/ton asphalt 0.042 0.047 Zapata and Gambatese (2005) Electricity Fossil fuels-based generation electricity Renewables based electricity Energy consumption Tack truck 0.073 Granulation Granulation Coal (54%) 14.85 Gas 5.5 Oil Solar Wind Hydro (20%) (2%) (9%) (9%) (6%) 0.55 2.475 2.475 1.65 Three pick up trucks One small loader One small broom 0.012 0.073 0.047 27.5 kWh motor Air Conveyor 0.675 0.25 0.025 0.1125 0.1125 0.075 1.25 kWh Energy 28.75 kWh consumption Output tire granules (1 ton) Step5: Tire granules are processed through the Cracker Mill (120 min) Gas Oil Solar Wind Hydro Renewables based electricity Energy consumption Electricity generation Fossil fuels-based electricity Cracker Mill Cracker Mill Coal (54%) 118.8 (20%) (2%) (9%) 44 4.4 (9%) (6%) 19.8 19.8 13.2 220 kWh motor Air Conveyor Cooler Industrial sieve 5.4 33.75 5.94 2 12.5 2.2 0.2 0.9 1.25 5.625 0.22 0.99 0.9 0.6 5.625 3.75 0.99 0.66 Forklift Diesel 10 kWh 62.5 kWh 11 kWh 0.1 L Energy consumption 303.5 kWh and 0.1-L diesel Output crumb rubber (1 ton) Energy Electricity consumption of 406.25 kWh and Fuel consumption consumption of 10.26-L diesel Relevant input data for the LCI of the asphalt mix was selected from previous studies, as shown in. Aggregates are extracted from a quarry using dedicated machinery and transported by heavy vehicles for crushing and sieving into dif- ferent-sized particles as per the requirements. In general, pavement construc- tion prefers crushed rocks due to the resulting fragmented shape, which causes greater interparticle friction and better adhesion to the binder. Bitumen is one of the crude oil refinery by-products where electricity is consumed for refining, diesel is used for transportation and natural gas combusted for generating heat. In the "wet process", obtained CR, normally pulverized to less than 0.6 mm, is in assessing the recycling performance are: identification of possible variations in input parameters, creation of a model for emissions, run- ning of deterministic models, assembly of simulations results, obtain sensitivity indices of inputs and outputs, and get indicators to prioritize the optimization process, as shown in Fig. 1. Variations in input uncer- tainties and probabilistic distribution are the main criteria for differen- tiating these processes. Maximum time sensitivity analysis is either neglected or not empha- sized in articulating recycling facilities' emissions. For example, the effi- ciency of machinery and equipment can be identified by a normal dis- tribution due to natural deterioration and ageing (Zhang and Lee, 2011). This phenomenon does not only increase energy consumption but also emissions. However, a uniform distribution is another possible way to estimate the emissions of the manufacturing processes in a recy- cling facility (Gottschalk et al., 2010). A two-dimensional Monte Carlo simulation is the feasible solution to combine these two types of distrib- utions (Normal and Uniform) as joint distribution (Tian, 2013). This study applies Monte Carlo simulations to the crumb rubber manufactur- ing process and electricity generation sources to emphasize the design parameter that can contribute to reducing emissions. For instance, the Australian government regards decarbonization as the most promising tool to comply with the 1.5 °C warming limit estab- lished in the Paris agreement (A. Denis et al., 2014). The agreement is only feasible by accomplishing an astonishing 91% renewable-based electricity generation contribution to the national electricity market (NEM) as early as 2030 (Vorrath, 2021). Australia aims to achieve a net-zero emission scenario by entirely phasing out fossil fuels with 100% renewable sources, replacing standard vehicles with electric ve- 4 Q. Tushar et al. 40 お Percentage contribution (%) 10 20 30 50 60 70 Journal of Environmental Management xxx (xxxx) 116289 Impact category Climate change Table 3 Life cycle impact assessment scores of 1-ton CR. Ozone depletion Terrestrial acidification Marine eutrophication Freshwater eutrophication Human toxicity Photochemical oxidant formation Particulate matter formation Terrestrial ecotoxicity Freshwater ecotoxicity Marine ecotoxicity Ionising radiation Agricultural land occupation Urban land occupation Natural land transformation Transportaion Barday Shredder Rasper Cracker Mill Fig. 4. Relative contribution (%) of the single processes to CR production emissions to the impact category scores. Granulation Water depletion Metal depletion Fossil depletion Unit Landfill 1 ton of crumb rubber (CR) production Manufacturing Valorisation of by-products Total Crumb Rubber Steel Textile kg CO2 eq 1230.88 kg CFC-11 eq 2.60E-06 kg SO2 eq 2.45E-01 kg P eq kg N eq kg 1,4-DB eq kg NMVOC -3.61E-05 3.77E-02 5.358 2.70E+01 345.67 1.09E-06 1.89E+00 3.83E-04 5.09E-02 22.937 -335.051 -1.51E-05 -1.28E+00 -1.27E-02 -3.03E-02 -25.221 kg PM10 eq 1.59E-01 kg 1,4-DB eq 4.47E-04 1.27E+00 5.53E-01 2.94E-03 -1.57E+00 -153.007 8.74E-07 -4.14E-01 1.19E-03 -9.18E-03 -0.178 -4.26E-01 -142.388 -1.31E-05 1.98E-01 -1.11E-02 1.14E-02 -2.462 -7.25E-01 -1.39E+00 -9.24E-02 -9.26E-01 -1.20E-02 -1.56E-04 -9.21E-03 kg 1,4-DB eq 1.83E-03 1.82E-01 -6.93E-02 -3.12E-02 8.15E-02 kg 1,4-DB eq kBq U235 eq m²a m²a m² m3 9.34E-03 1.30E-03 -1.44E+00 2.03E+00 4.94E-03 1.16E-01 1.93E-01 -1.72E-01 -3.02E-02 -9.27E-03 kg Fe eq kg oil eq 3.39E-01 -16.627 1.93E-03 5.29E+00 1.23E+01 5.05E-03 1.41 4.66E-01 96.038 -3.68E+00 -3.55E+00 -3.43E+00 -3.54E-02 -6.12E-01 -2.38E+02 -70.05 1.31E+00 -2.37E+00 1.09E+00 1.09E-01 2.51E-03 -2.45 -2.81E-01 -87.842 2.83E+00 8.98E+00 -2.78E-02 -1.65 -2.38E+02 -61.854 Climate change Ozone depletion Terrestrial acidification Freshwater eutrophication Marine eutrophication Human toxicity Photochemical oxidant formation Particulate matter formation Terrestrial ecotoxicity ORP Freshwater ecotoxicity Marine ecotoxicity Ionising radiation Agricultural land occupation Urban land occupation Natural land transformation Water depletion Metal depletion Fossil depletion hicles in the transportation sector, and using hydrogen instead of diesel for heavy-duty transport and industry sectors (Stéphanie Bouckaert et al., 2021). A detailed modeling report produced by a joint collaboration between Commonwealth Scientific and Industrial Research Organisa- tion (CSIRO), the Brattle Group, and ClimateWorks Australia describes possible transition scenarios as unstoppable to bring the NEM to more than 70% renewable energy by 2035 and over 90% by 2050. This study crucially analyses the impacts of the decarbonization strategy for CR manufacturing aligned with the temperature increase of 1.5 °C. The quantification of the effects of relative uncertainties around industrial production processes that consider alternative energy sources is re- quired to discontinue centralized fossil fuel power plants within the decade. There is a potential gap in justifying the environmental benefits of recycling waste tyres usage as crumb rubber modified asphalt. How- ever, primary data from recycling facilities provides the provision to verify the environmental impacts of crumb rubber production. To fill this research gap, the study conducts a comparative LCA on the indus- trial procedures of CR manufacturing and waste tyres landfills facilities. The Australasian life cycle inventory (AUSLCI) has been used to obtain 5/n CIC 2023 2nd International Conference on Civil Infrastructure and Construction (CIC 2023) 5-8 February, 2023 Qatar University, Doha, Qatar Development of a Comprehensive Pavement Design System for Roads in Wind and Solar Farms Ezio Santagata Ashghal Chair, Qatar University, Department of Civil and Architectural Engineering, Doha, Qatar; Full Professor, Politecnico di Torino, Department of Environment, Land and Infrastructure Engineering, Torino, Italy ezio.santagata@qu.edu.qa; ezio.santagata@polito.it Abstract Haissam Sebaaly Research Associate, Department of Engineering, Built Environment and Information Technology, University of Pretoria, Pretoria, South Africa haissam.sebaaly@tuks.co.za Vittorio Capozzi Head of Civil Infrastructural Engineering, ENEL Green Power S.P.A., Rome, Italy vittorio.capozzi@enel.com This paper briefly, illustrates the structure and contents of an ongoing research program aimed at developing a set of procedures and tools to be used for the design of pavements in renewable energy projects and mainly in wind and solar farms. Challenges related to this topic derive from the non- standard nature of several factors that affect the structural and functional performance of such pavements, with the consequent need of employing purposely defined prediction methods, design criteria and specifications. Further crucial aspects to be taken in account in the research program are related to the life cycle cost analysis of pavements, to be carried out in a multinational context by considering alternative scenarios according to an OPEX (operating expense) versus CAPEX (capital expenditure) philosophy. It is envisioned that results and deliverables of the project will contribute to the enhancement of the effectiveness of operations in wind and solar farms, optimizing investments and leading to the selection of more sustainable pavement solutions. Keywords: Renewable energy; Wind and solar farms; Pavement design; Performance prediction; OPEX versus CAPEX; Experimental tests; Sustainability 1 Introduction ENEL Green Power S.P.A. (hereafter indicated as “EGP") is a Company of the Italian utility group ENEL S.P.A. that develops and manages power generated from renewable resources worldwide. It is currently in charge of more than 1,200 power plants located in five continents, with assets in operation or under construction in 21 Countries. The overall worldwide energy capacity of EGP plants, either in operation or under construction, is of the order of 56 GW, deriving from a mix of renewable resources, which include wind (yielding approximately 33% of total capacity), solar (21%), hydroelectric (45%), geothermal(1.4%) and biomass (0.1%). In view of the impressive data indicated above, EGP can be considered one of the major private international players that are operating and investing resources in the global green energy transition, which will be crucial to react against ongoing climate change for a more sustainable future. As part of its efforts to improve the effectiveness of its investments and operations, since its foundation EGP has been constantly supporting research activities both of the fundamental and 905 applied type in multiple areas of engineering and earth science. In such a context, in 2021 it secured appropriate resources for the development of a comprehensive pavement design system for roads in wind and solar farms. Following a competitive bid that involved the participation of several invited research institutions specialized in the area of pavement engineering, the research contract was awarded to the Politecnico di Torino, Italy. Activities were commenced in April 2022 and are expected to be completed by the end of 2023. This paper briefly describes motivation, structure and contents of the abovementioned research program, with a synthetic illustration of specific challenges, inherent complexities, adopted approaches and expected deliverables. 2 Motivation The need for a comprehensive research program focused on pavement design for wind and solar farms originated from the status of engineering operations managed by EGP worldwide, in which critical issues were identified. As described in the following, such issues are related both to the structural evaluation of pavement solutions and to the analysis of corresponding cost. According to current practice, pavement design activities for each farm are carried out by Consultants designated by Contractors. Employed design procedures, such as the AASHTO 1993 method, are usually quite empirical and conservative, originally developed for standard roads and highways and lacking the possibility of taking in account the peculiar factors that characterize pavements to be constructed in wind and solar farms. These include non-standard and exceptionally high vehicle loadings, extreme climatic conditions, poor sub grade bearing capacity, and limited availability of high-quality materials. Further challenges that arise in the use of standard empirical methods stem from the need of implementing strengthening techniques, often unique to certain Countries, and of employing locally available recycled materials. Finally, complexity of design operations also derives from the need of differentiating pavement cross-section's as a function of the hierarchy and expected use of the different branches that compose the vast mobility network of a given farm. In such a context, it should be considered that these sites might have a remarkable land footprint, covering rural areas with an extension that for a reference energy capacity of 100 MW can be, depending upon the specific technology, of the order of 50-100 hectares for wind farms and of 150-250 hectares for solar farms. Corresponding infrastructures for internal mobility can form networks characterized by a significant extension, which in the worst-case scenario are constructed on uneven and steep terrain with potential ground instability. While considering current practice followed by Consultants in design operations, it was also observed that unfortunately structural design evaluations are seldom combined with analyses related to construction or life cycle costs, thereby preventing the true optimization of investments. Such a limitation needs to be overcome in the research program by defining a sound assessment procedure that includes alternative scenarios according to an OPEX (operating expense) versus CAPEX (capital expenditure) philosophy. In turn, these should be translated in operative plans that may entail, depending upon the case, stage construction, planned maintenance and scheduled rehabilitation. The ultimate goal of part of the program is to create guidelines to be implemented at the multinational level, thereby ensuring the consistency of choices made worldwide by designers and decision-makers. 3 Structure and Contents The research program is structured in multiple interconnected tasks, conceived to yield deliverables 906 that will be shared with Consultants, Contractors and EGP Technical Departments worldwide, with the added value of being reference milestones for future research activities. Further refinements of the scope and contents of each task may occur in the future phases of development as a function of achieved results. 3.1 Technical and Scientific Background The technical and scientific background of the research program was defined in Task 01, already completed at the time of preparation of this paper, which consisted in a bibliographical study carried out by thoroughly analysing international literature. Task outcomes were synthesised in a report (Politecnico di Torino, 2022) that contained a general description of infrastructures and pavements, a synthesis of the most common pavement design procedures, a review of technical information on component materials and layers, and a discussion of financial and environmental aspects. Contents of this report constitute the reference baseline for many of the other tasks included in the project. Given the scarcity of published documents focusing on pavements for wind and solar farms, literature analysis considered low-volume roads (LVRs) satisfying the mobility needs of local communities in rural areas, together with function-specific roads (FSRs) designed and constructed to serve the industry or to allow access to remote areas (such as mining haul roads, agricultural roads and forestry roads) Pretoria Department of Transport, (1990); Tannant & Regensburg, (2001); Thompson et al., (2019). In these contexts, it was recorded that studies and specifications generally refer either to “paved roads”, that entail the presence of flexible asphalt pavements and rigid concrete pavements, or to “unpaved roads", which can be further divided into the categories of gravel roads, driving surface aggregate (DSA) roads and earth roads. Additionally, it was noted that unpaved roads can be either unsealed or, in particular cases, sealed (by means of bituminous or non- bituminous surface treatments). Typical distresses were identified for all pavement types, highlighting their origin and their implications on structural and functional performance (FHWA, 2003, 2015). Finally, pavement selection criteria were discussed, showing that they can be generally expressed by referring to average daily traffic (ADT) or annual average daily traffic (AADT) (Pasindu et al., 2020). With respect to pavement design procedures, the literature review synthesized the principles and procedures more appropriate for pavement design of paved and unpaved roads. It was noted that while methods of the former group (such as AASHTO 1993 and those with a mechanistic framework) are well known to pavement engineers, those belonging to the latter group (such as those developed in Australia, Canada, Russia and South Africa) are more familiar to LVR and FSR specialists. Technical information on basic and mechanical characteristics of materials were collected by focusing on aggregates used in unbound layers (including those derived from recycling), mechanically and chemically stabilized soils, and geo synthetics. Whenever relevant, mechanical modelling methods, selection criteria and design principles were also reviewed. Finally, Task 01 addressed the themes of costs and environmental impact by introducing the basics of Life-Cycle Cost Analysis (LCCA) and Life Cycle Analysis (LCA). Preferred analysis approaches were highlighted, together with guidelines to be followed for interpretation of results. 3.2 Review of Current Practice Review of current practice in the design of EGP projects was carried out in Task 02 of the research 907 program, close to completion at the time of submission of this paper in which available pavement- related design documents of EGP wind and solar farms, in operation or in construction throughout the world, were analysed in detail. The ultimate goals of such a review were to identify existing conceptual gaps and inconsistencies, and to perform a comparative evaluation of the various pavement cross-sections by employing a common approach for the assessment of expected design life and construction costs. Outcomes of these analyses were synthesized in a specific report (Politecnico di Torino, 2023a) that will be further integrated towards the end of the research program by making use of more advanced design concepts and more comprehensive financial evaluation methods in accordance with the work developed as part of Tasks 03 and 04. It was observed that although design Consultants in most part make use of the AASHTO 1993 method, non-negligible inconsistencies exist with respect to the procedures followed, for both paved and unpaved roads, to compute (or assume) several input data. These are related to extraction of bearing capacity data from geological and geotechnical surveys (expressed in terms of CBR index and thereafter converted into resilient modulus), to the inclusion of seasonal effects that can account for changes of water content in the sub grade and unbound layers, to the assumption of meaningful layer coefficients for standard and non-standard materials, to the calculation of the number of Equivalent Single Axle Loadings (ESALS) in the design period, to the assignment of representative ESALS to different branches composing the network of transportation infrastructures (both temporary and permanent), and to the identification of acceptable serviceability at the end of the design life. Furthermore, it was confirmed that design Consultants seldom referred to stage construction or planned rehabilitation options, with a very limited attention to financial implication of their choices and with no formal value engineering assessment. Based on the review outcomes synthesized above, in Task 02 comparative analyses were carried out, for a selected number of representative EGP projects, by applying the AASHTO 1993 procedure in a uniform and consistent way, thus amending previous design choices according to a common rationale. Special attention was reserved to design ESALs, that were expected to show a relationship with extension of farms, length of the infrastructure network and total energy capacity. Further calculations were made by hypothesizing alternative scenarios based on terminal serviceability changes and introduction of stage construction. Construction and life cycle costs were computed for all considered cases, thereby leading to the preliminary identification of preferred general design strategies. It was concluded that in the absence of strict guidelines on the use of the AASHTO 1993 procedure, the likelihood of significantly overdesigning or under designing pavements has been extremely high, with the consequent waste of financial resources due to excessive expenses for construction (in the case of overdesign) or for early maintenance and rehabilitation (in the case of under design). As a consequence, while still working on the development and implementation of improved pavement design methods, clear guidelines on the use of AASHTO 1993 will be shared by EGP with design Consultants and Contractors. 3.3 Development of Pavement Design Procedures By taking in account the outcomes and conclusions of Task 02, specific pavement design procedures were purposely developed as part of Task 03, currently in its finalization stage (Politecnico di Torino, 2023b). These procedures present the distinctive character of including a sound mechanistic component based on the analysis of the results of specific experimental tests and environmental modelling activities, to be performed in the preliminary phases of site assessment, and to the evaluation of stresses and strains induced in pavement structures by vehicle loadings. 908 According to the philosophy adopted by the research team during their development, such procedures will yield results characterized by a higher reliability in comparison to empirical ones (such as AASHTO, 1993) but will also allow significant life cycle savings since the likelihood of overdesign or under design will be reduced. The new procedures were developed for both paved and unpaved roads, although in the former case the main focus was on asphalt pavements since in wind and solar farms rigid structures are exclusively used in pads and platforms or to overcome high gradients of the road alignment in critical locations. Damage mechanisms and their relevance to pavements in wind and solar farms were highlighted for the most frequently occurring categories of distresses (cracking, distortion and disintegration for paved roads; surface defects and structural defects in the case of unpaved roads) (FHWA, 2003; Paterson, 1991). Corresponding design evaluations were introduced in the form of analytical (transfer) functions and specific calculation procedures AASHTO, (2008); Austroads, (2017); La Vern, (2016); NCHRP, (2002); SRSMT, (2001); (Yapp et al., 1991) that constituted the backbone of the proposed methods. Appropriate guidance was provided with respect to the assessment of traffic loadings in the design life and climatic conditions, and the steps to be followed for design verification (possibly to be carried out iteratively until reaching optimization) were clearly illustrated. Details of the procedures will be shared in the near future with the international technical and scientific community according to EGP policies. 3.4 Improved Use of Pavement Design Methods and User-Friendly Implementation In order to make the best possible use of the pavement design procedures developed as part of Task 03, EGP requested to include in the research program specific tasks dedicated to the definition of guidelines for their improved use in adherence to the OPEX versus CAPEX philosophy (Task 04), to the creation of user-friendly software-based tools for their implementation into practice (Task 05), and to the formalization of a simple pavement design catalogue to be employed for budgeting purposes, in preliminary design, and in standard projects of limited importance (Task 06). Activities of these tasks are still in progress and related deliverables are expected to be finalized by the end of the second quarter of 2023. 3.5 Experimental Testing and Technical Specifications As per the requirements set by EGP, it was planned that activities related to the development of pavement design procedures and tools (comprised in Tasks 03 to 06) would be supported by experimental investigations (Task 07) and by the review and update of existing EGP technical specifications (Task 08). These activities were commenced in the early stages of the program and will continue throughout its development until the end of 2023. At the time of submission of this paper, activities of Task 07 have been exclusively carried out in the laboratory, mainly focusing on the physical and mechanical properties of sub grade soils and unbound and cement-treated materials for sub-bases and bases. Emphasis has been given to the assessment of the resilient modulus of granular materials by means of triaxial tests, exploring the full load spreading potential of these materials by operating on samples prepared with variable degrees of water saturation (representative of different climatic conditions and/or seasons) and of compaction level (representative of the variable effectiveness of construction operations). Relevant models are being fitted to experimental data to take in account their non-linearity in subsequent pavement design calculations. Samples currently being analysed were taken from two EGP farms (one wind and one solar project) and in two additional reference sites. 909/nThere are 4 Article files attached, you need to Summarize in 1-2 slides for each Article, but the total should be 6 slides only. Intrustions- When preparing your paper summary, please try to touch on the following: 1. Objectives of the paper 2. methodology and materials 3. main findings and conclusions 6:19 AMSee Answer
Q6: AA Northumbria University NEWCASTLE KB5031 UG MCE Semester 2: SUMMATIVE WRITING ASSESSMENT SUMMATIVE WRITING TASK a) Using the sources used in class (listed below), write a short essay of 400 words (5-8 paragraphs) in formal academic style on the following question: Are green buildings the buildings of the future? Discuss. b) Include your completed weekly reading task pasted after your essay Instructions: • • Make sure to answer the question fully, not just describe the topic or paraphrase the texts (critical thinking). Support your discussion with evidence from the texts we read in class - you should cite a minimum of four of the sources • Use ONLY the sources provided – do not use other sources • • • • You will need to paraphrase and summarise relevant information from the texts using your own words, sentence structures, and text organization – include citations. - Use one or two short direct quotations ( 'quotation'), when appropriate, in your essay; give citations for these. Use Harvard-style citations and references (you must include a reference list). Word process your essay in MS Word; use Calibri 12 font and single line space; block paragraphs; add page numbers bottom right. • Students whose work receives a similarity score of 15% or more or an Al-generated text score of 15% or more from Turnitin will be required to resubmit work that falls below these scores IMPORTANT: • PLEASE put your name on your work (1st page, top right) • PLEASE save your work as an MS Word file (no pdfs) like this - File name: your ALS class code, day and time of class, FAMILY NAME and 'formative', like this: KB5031 Monday_13_ SMITH_formative Also use this as the name / title of your document uploading to Turnitin. Please enter details into Turnitin clearly, so your work can be easily identified. Thank you! 1 These are the sources used in class: Allen, J.G., MacNaughton, P., Laurent, J.G.C. et al. (2015) 'Green Buildings and Health', Current Environmental Health Reports, 2, pp. 250-258. B1M. (2018) When Trees Meet Buildings. Available at https://www.youtube.com/watch?v=4w7lsydq8ks (Accessed: 18/11/20). Darko, A. and Chan, A. P. C. (2017). 'Review of Barriers to Green Building Adoption.' Sustainable Development, 25, 167-179 International Facility Management Association (2015) Green Building Rating Systems. Available at http://cdn.ifma.org/sfcdn/membership-documents/green-rating-systems-htg- final.pdf (Accessed: 18/11/20). Roxburgh, H. (2017) 'Inside Shanghai Tower: China's tallest skyscraper claims to be world's greenest.' The Guardian. Available at: https://www.theguardian.com/cities/2016/aug/23/inside-shanghai-tower-china-tallest- building-green-skyscrapers#img-1 (Accessed: 10/1/18). Extra help - Skills Plus (NU library) Help with essay planning and academic writing: https://library.northumbria.ac.uk/skillsplus/academicwriting Cite them Right (referencing): https://library.northumbria.ac.uk/skillsplus/referencing-plagiarism#table1 Skills Plus guide – referencing and plagiarism: https://library.northumbria.ac.uk/skillsplus/referencing-plagiarism 2 KB5031 UG MCE - Semester 2: SUMMATIVE PRESENTATION TASK Task Prepare and deliver a 5-minute individual Powerpoint presentation on a topic of one of your Engineering and Environment assessments. Submit your PPT to Turnitin on Blackboard. • • • • Instructions • • Think about the assessments you are doing for your other EE modules this semester Choose one of these assessments to present on (for example, a project you are doing) Prepare to explain it to the audience (your class) at a non-expert level Make a PPT to help your presentation. For your ppt, you must have a cover slide, an outline slide, and a references slide. The main body of the ppt should be no more than four slides The presentation must be no longer than five minutes long, but not considerably shorter than 5 mins You must not read out your presentation verbatim from a script or from your PPT Presentations must be your own original work and you must not repeat a presentation already given or read out an assignment Presentations will take place in Weeks 19 and 20 ONLY (order to be decided on the day - so be ready!) 3See Answer
Q7:Your Task: 1. Write at least half a page of your insights and advice that you would give to a new international student at FDU. 2. On a separate page, include a visual/graphic/image that relates to your topic. 3. Prepare a short, spoken presentation using the image. Prepare to present your graphic/image on this assignment in class on the due date. You may use notes, but not on your phone. Do not read your paper; speak to us. In your essay and presentation, answer at least the following questions: 1. What piece of advice is most valuable for a new international student at FDU? OR 2. What piece of advice do I wish I had received? 3. Is this advice related to academics, social life, or another category? Why is this category most important? Remember to format your essay like this: double-spaced • Times New Roman Grading: 12pt. font left-hand heading that includes: о Your name о Course Code о о Professor name/title Name of Assignment: Portfolio Assignment #4, EXPOSITORY GENRE: Advice for a New International Student at FDU о Date of assignment o The title of your essay centered and bolded The final draft of your essay will be graded according to the rubric for portfolios in the syllabus. Remember, the final version of your portfolio assignment counts towards your total portfolio grade (10% of your final grade in this course), so any missing assignments will be graded as 0, and will negatively affect your ability to pass this class./nInstructions by student : Need to write the task in 350-400 words based on the ideas provided in Easy written language with easy vocabulary Double spacing, Times New Roman University Name: Fairleigh Dickinson UniversitySee Answer
Q8: "Wondrous... captivating." -ED YONG, Pulitzer Prize winner and author of An Immense World Better Living Through Birding NOTES FROM A BLACK MAN IN THE NATURAL WORLD Christian Cooper Better Living Through Birding Notes from a Black Man in the Natural World Christian Cooper RANDOM HOUSE NEW YORK Better Living Through Birding is a work of nonfiction. Some names and identifying details have been changed. Copyright © 2023 by Christian Cooper All rights reserved. Published in the United States by Random House, an imprint and division of Penguin Random House LLC, New York. RANDOM HOUSE and the HOUSE Colophon are registered trademarks of Penguin Random House LLC. Library of Congress Cataloging-in-Publication Data Names: Cooper, Christian, author. Title: Better living through birding: notes from a Black man in the natural world / by Christian Cooper. Other titles: Notes from a Black man in the natural world Description: First edition. | New York: Random House, [2022] Identifiers: LCCN 2022050405 (print) | LCCN 2022050406 (ebook) | ISBN 9780593242384 (hardcover) | ISBN 9780593242391 (ebook) Subjects: LCSH: Cooper, Christian. | Cooper, Christian—Travel. | Bird watchers—New York (State) ―Biography. | Writers—New York (State)-Biography. | Long Island (N.Y.)—Biography. Classification: LCC QL684.N7 C66 2022 (print) | LCC QL684.N7 (ebook)| DDC 598.072/347471 [B]—dc23/eng/20221129 LC record available at https://lccn.loc.gov/2022050405 LC ebook record available at https://lccn.loc.gov/2022050406 Ebook ISBN 9780593242391 randomhousebooks.com Design by Ralph Fowler, adapted for ebook Cover design: Alison Forner Cover images: Brittainy Newman/The New York Times/Redux (Christian Cooper), Getty Images (bird and sky) Frontispiece by Penelope Krebs Bird illustrations by Miki/Adobe Stock ep_prh_6.1_143790370_c0_r0 I believe the best way to begin reconnecting humanity's heart, mind, and soul to nature is for us to share our individual stories. -J. Drew Lanham, The Home Place: Memoirs of a Colored Man's Love Affair with Nature/nSee Answer
Q9:Summarize, in your own words. the summary must be at least 125 words and double-spaced. Remember - summaries are just that - a brief description of what that article is about. Note: Please do not include your opinion in the summaries!!!See Answer
Q10:Summarize, in your own words. the summary must be at least 125 words and double-spaced. Remember - summaries are just that - a brief description of what that article is about. Note: Please do not include your opinion in the summaries!!!/n 4/18/24, 6:20 AM ProQuest :: SIRS Issues Researcher ~ If It Was Up to You, Would Your Child Have a School Uniform or Wear Regul... If It Was Up to You, Would Your Child Have a School Uniform or Wear Regular Clothes to School? Newspapers | Star-Phoenix. Sep 27, 2012. | Lexile Score: 1370L Listen Summary: "I think a uniform would be great; children's personalities standing out rather than what their parents can afford. And no pressure for the child to live up to an expectation set out by other children who sometimes base another child's worth by the label on their clothes....Clothing is often one of the first decisions that kids get to make for themselves and you get to see a lot of their personalities come out so I am still for kids wearing regular clothes to school." (Star-Phoenix) Parents explore the pros and cons of school uniforms. • •Each week Bridges, in connection with SaskatoonMoms.com, gathers advice from parents to share with other moms and dads. This week we asked, "If it was up to you, would your child have a school uniform or wear regular clothes to school?" "There are pros and cons for both answers. As a parent - pro: They know what they are wearing to school that day. Con: You always look the same as everyone else in the school. As a child-pro: You don't have to think about what to wear. Con: Where's the individuality?"--Judy S. "Uniforms would make getting my twins dressed in the morning super easy because there wouldn't be any argument over who was wearing what however I like the fact that they can pick what they want to wear. Having attended a private high school in Regina where this was often a debate, I still have to say I'm on the fence. Uniforms would remove some of the divide we see among students from varying socioeconomic status' but they also create a world of problems in terms of enforcement. Some would argue individuality is at stake if we made students wear uniforms...I don't think there's ever going to be a right (or mutually agreed upon) answer on this one."--Michelle Grodecki https://explore.proquest.com/sirsissuesresearcher/document/2265549672?accountid=52029 1/3 4/18/24, 6:20 AM ProQuest :: SIRS Issues Researcher ~ -If It Was Up to You, Would Your Child Have a School Uniform or Wear Regul... "I don't think a school uniform is necessary AND I don't have time to ensure that a uniform is washed and ready every morning. It's fun to wear new clothes to school, it's fun to dress up for different occasions (i.e. Rider Pride day). If going somewhere after school, it's not necessary to stop and change. Kids need to express their individuality."--Carla Contreras "Uniforms would be a lot easier for parents and it may cut down on some of the teasing from other kids however a bully is a bully and they would just find something else to tease kids about. Clothing is often one of the first decisions that kids get to make for themselves and you get to see a lot of their personalities come out so I am still for kids wearing regular clothes to school."--Nikki Melnyk "I think a uniform would be great; children's personalities standing out rather than what their parents can afford. And no pressure for the child to live up to an expectation set out by other children who sometimes base another child's worth by the label on their clothes."-- Alysia Czmuchalek "While I am sure my daughter would prefer to wear her own clothes, I would prefer uniforms. A lot of our mornings revolve around finding my daughter an outfit to wear that she wants to wear and is appropriate in my and the weather's standards. A uniform would take that stress out of the mornings. Not to mention the fact that I wouldn't have to worry about her wrecking clothes during art anymore!"--Amanda Dyck "I love to see the things my daughter puts together for her outfits. So no, I wouldn't want uniforms."--Crystal Beauregard "I like the uniform idea. I've seen way too many younger teens dress like they are ready to hit the clubs when going to school. You can't really blame the parents though when you see the selection out there."--Julie-ann Clark Copyright (c) 2012 PQ - Star-Phoenix Related subjects: https://explore.proquest.com/sirsissuesresearcher/document/2265549672?accountid=52029 2/3 4/18/24, 6:20 AM ProQuest :: SIRS Issues Researcher ~ If It Was Up to You, Would Your Child Have a School Uniform or Wear Regul... Dress codes Freedom of speech Parent and child Parents, Attitudes School children's clothing School uniforms Students, Legal status, laws, etc. Teenagers, Civil rights https://explore.proquest.com/sirsissuesresearcher/document/2265549672?accountid=52029 3/3See Answer
Q11:Summarize, in your own words. the summary must be at least 125 words./n 04/05/2024, 03:04 ProQuest SIRS Issues Researcher ~ Schools Urged to Rethink Uniforms Schools Urged to Rethink Uniforms Newspapers | Jimenez, Kayla. USA TODAY. Jan 25, 2023. | Lexile Score: 1550L Listen Summary: "Students, advocates, researchers and now a congressional watchdog agency are urging public schools to rethink their dress codes, which some argue are sexist, racist and classist, foster a culture of inequity and can interfere with some kids' access to an education....Although often created in the name of safety, some of these rules can actually jeopardize students' well-being." (USA TODAY) This article examines the GAO [Government Accountability Office] report's findings, which advise schools to reconsider their uniform practices owing to the potential effects they can have on students. Schools Urged to Rethink Uniforms Some Call Dress Codes Sexist, Racist, Classist By Kayla Jimenez Students, advocates, researchers and now a congressional watchdog agency are urging public schools to rethink their dress codes, which some argue are sexist, racist and classist, foster a culture of inequity and can interfere with some kids' access to an education. These issues were at the center of protests against local dress codes nationwide, including in Cobb County, Georgia; Longview, Washington; and Sharon Hill, Pennsylvania, when schools returned to in-person learning following pandemic-related closures. - One high-profile case at a North Carolina charter school – where girls were once required to wear skirts, skorts, or dresses until a federal court intervened - could be heard by the U.S. Supreme Court. https://explore.proquest.com/sirsissuesresearcher/document/2831549794?accountid=52029 1/4 04/05/2024, 03:04 ProQuest SIRS Issues Researcher ~ Schools Urged to Rethink Uniforms Nearly all - about 93% - of the nation's schools have some kind of dress code policy, with about half of all schools enforcing a strict dress code, and about 1 in 5 schools requiring uniforms, the Government Accountability Office found in a report late last year. Most districts have some variation of bans against spaghetti strap shirts, short skirts, leggings, muscle shirts, sagging pants, or certain clothing colors or logos. Although often created in the name of safety, some of these rules can actually jeopardize students' well-being. What can the government do? The GAO report is among the first federal callouts for intervention, though groups including the American Civil Liberties Union have long argued that problems accompany school uniform policies. GAO's analysis shows school uniform policies make some students feel unsafe and by nature discriminate against students of certain cultures and religions. And discipline in response to violations takes learning time away from kids. The agency conducted an analysis looking at informal removals for dress code violations in response to a request from Reps. Bobby Scott and the late Donald McEachin of Virginia, both Democrats, and because of a provision tucked into an appropriations bill that requested the agency study it. GAO asked the Education Department to clue local school leaders in to the negative effects dress codes have on the equity and safety of their students. Are school dress codes discriminatory? In its report, the agency says Black and Hispanic students are more likely to attend schools with rules around dress codes than white peers and that the policies create "inequitable enforcement of discipline." "While school districts often cite safety as the reason for having a dress code, many dress codes include elements that may make the school environment less equitable and safe for students," the report says. The federal government doesn't have a direct say in whether local schools implement dress codes, but it can offer guidance. https://explore.proquest.com/sirsissuesresearcher/document/2831549794?accountid=52029 2/4 04/05/2024, 03:04 ProQuest SIRS Issues Researcher ~ Schools Urged to Rethink Uniforms In response to the recommendations for the Education Department, Catherine Lhamon, assistant secretary for the department's Office for Civil Rights, said her office is evaluating how to further broach the topic of school uniforms as a civil rights issue with school district leaders. Why do districts have them? Many local school leaders who ultimately make the call on whether to enforce dress codes are firm that rules about how students dress can foster school safety and equity among students. Proponents of school uniforms and dress codes also argue the policies can reduce crime, prevent bullying and prepare kids for the workforce. U.S. public schools first began to require uniforms in the 1980s, according to Britannica ProCon. In 1994, the Long Beach Unified School District in California was the first to mandate uniforms for all elementary and middle school students in an attempt to keep kids safe from nearby gang activity. More schools in California and nationwide followed suit, but many now argue the rules are outdated. What else does the report say? GAO officials were also concerned about policies with rules about students' hair, hair styles, or head coverings that can "disproportionately impact Black students and those of certain religions and cultures," and uniform checks that often require adults to closely evaluate the lengths of skirts or widths of shirt straps. "This type of over-policing of the body starts in the early years and oftentimes is heightened in the school environment by adults," the report reads. What's next on the debate? The number of schools with strict dress codes is dwindling: Schools with dress codes considered to be strict had dropped by about 10% in 2020 compared to the 2013-14 school year, though only a small number of schools requiring uniforms have dropped that mandate since then, according to data from the National Center for Education Statistics included in the GAO report. One San Francisco Bay Area district, for example, relaxed its strict dress code in 2018 after a group of students who were upset about being penalized for violations proposed a new policy to school officials. https://explore.proquest.com/sirsissuesresearcher/document/2831549794?accountid=52029 3/4 04/05/2024, 03:04 ProQuest SIRS Issues Researcher ~ Schools Urged to Rethink Uniforms Experts urge schools where rigid dress codes remain in place to look closely at how policies are helping or harming students. "I think that the messaging of some dress code policies has been that the clothing or hair that is deemed "inappropriate" serves as a distraction to learning," said Courtney Mauldin, an assistant professor in the Department of Teaching and Leadership at Syracuse University. "However, for the racial, gendered and cultural groups that are disproportionately affected by these policies, their instructional time is what suffers." Roughly 93% of the nation's schools have some kind of dress code policy. Nearly 50% of all schools enforce a strict dress code. About 1 in 5 schools require uniforms. SOURCE Government Accountability Office Copyright (c) 2023 PQ - USA TODAY Related subjects: Dress codes Physical appearance Public schools School children's clothing School districts School environment School environment, Statistics School uniforms U.S. Government Accountability Office https://explore.proquest.com/sirsissuesresearcher/document/2831549794?accountid=52029 4/4See Answer
Q12:TN History Primary Sources Review Paper 1 250 pts 150% Reset Primary sources are directly from the same time frame an event happened- diaries, letters, newspapers etc. See and review the in primary sources 1 module under content. Select four of these to write on (The four you find most interesting). Summarize the information that is related in these short passages. Then, most importantly, provide your analysis as to whether these primary sources are historically valuable in helping to understand the past and history in general. Are they historically worthy? Are they biased? What can one learn about history from these primary sources? Have an introduction paragraph listing your chosen sources by title and explaining the purpose of your paper in summarizing and analyzing these sources. Summarize your first chosen source and then provide your analysis of the source. Repeat that procedure for your next three chosen sources. Have a conclusion paragraph listing your sources by title again and provide final thoughts on all four sources and your primary source investigation in general. You should end up having approximately 3 Â½- four pages or so of writing, about one page per source along with introduction and conclusion. Use double spacing, twelve-point font, one-inch margins and other proper structuring when doing this assignment. No more than 5% of the paper can be quoted materialâ€"more than 5% quoted material will be deemed plagiarism. The paper MUST be submitted as through the course D2L writing Assignment 1 drop-box. No Pages documents will be accepted for a grade!!! The paper must be turned in as either a MS Word document or a PDF. Turnitin originality reports should be no more than 5%; any paper with originality scores higher than 20% will receive a zero. 15 points will be deducted for every 5% between the 5-20% mark. Plagiarism will not be tolerated. Blatant plagiarism will result in a zero for the assignment. The paper is worth 250 points. The due date for the primary source investigation paper is Nov 3, 2023 at 11:59 pm.See Answer
Q13:DELIVERABLES: 1) Read all the instructions carefully. 2) Need to WATCH a Movie. The movie is "THE GRIZZLIES" directed by Miranda de Pencier. 3) Then after watching write a Critical Reflection on the movie. 4) The Critical reflection should be 2 pages, 1.5 spacing. 5) Follow the rubric as well. NOTE: Movie should be watched properly as the assignment requires a proper critical reflection of the movie.See Answer
Q14:QUESTION 1: What should a visitor do to avoid any cultural misunderstandings in Qatar? (Minimum 40 words)See Answer
Q15:BOOK REPORT: Entrepreneur's (Auto) Biography If you enjoy reading biographical books, you may obtain credit for 4 SMALL BUSINESS REPORTS of your Portfolio. *Please note that this book MUST be over 300 pages of normal paperback (Amazon Books will be the arbiter of any disputes). If under 300 pages, you must complete an additional other presentation for every 50 pages it is short (i.e. a 257 page book would could for 3 of the 8 and you'd do 5 total other 1- page reports. 192 pages would count for 1 of the 8 and you'd do another 7 of the 1-page reports) ● 2 pages Single-Spaced, 12pt font, and 1" margins are expected for a 300+ page book that counts for 4 one-pagers) A cover page is requested WITHOUT ANY OTHER TEXT. Please copy the below It should include the following: o Book Title: o Book Author: o o Primary Subject in Book: # of Pages according to Amazon: Link to Amazon Book Page: o Why you chose to read this book: Explore the following themes in addition to any other you deem appropriate: o Name, hometown, education, professional background (degree, first-job, etc. whatever got them their start), notable positions in their career, and how their career ended. o What are 3 key themes that the entrepreneur/author presents that are the key to success? o What was the greatest challenge the entrepreneur overcame/succumbed to? o Is there an individual the entrepreneur credits with being the leading force being their success (mentor, parents, competitior)? o Do they have a greatest accomplishment? Do they have a greatest regret? o How has reading this book impacted you? Please go into great details./nSHOE DOG A Me by the Creator of Nike PHIL KNIGHT SCRIBNERSee Answer
Q16:Watch Internet Research: What's Credible? Write a 200-300 word abstract that covers the following; Identifies the main point of the film Clearly defines the position of the filmmakers on this topic Presents at least three pieces of clear evidence from the film that lead to this position. Use APA style for the abstract and include a properly formatted reference for the film. Grammar and punctuation count.See Answer
Q17:Instructions: Need to write about Metropolitan museum of art (it in nyc)See Answer
Q18:Any latin Movie analysis essay. Choose any movie from the Latin Genre and write about its backgrond(director, producers, date shot, main casts);idealogy/theme;cinematography;setting; acting;costume;sound/ score;editting.See Answer
Q19:Purpose Background Discussion boards are an important tool in facilitating student learning in an Information online environment. Your participation allows you to demonstrate understanding and application of course material by contributing to an ongoing discussion. Discussion Question Resource Requirements ARMY MAINTENANCE DISCUSSION To ensure understanding of leader roles in the Army Maintenance Program (AMP), and the Command Maintenance Discipline Program (CMDP). Expectations The Army Maintenance Program is an important part of unit readiness. Drawing on personal experience in your current unit, or a past unit, answer the following prompt. Identify a deficiency or oversight in your Units' maintenance program. Elaborate on this issue/s and possible ways to improve or solve the issue/s after this lesson on the AMP. Respond to two of your peers with alternate possible solutions to the issue/s they identified. AMP Lesson 1. You must submit an initial response to the discussion question. Your initial response must: -be a minimum of 200 words (We are looking for body content. Your listed reference in your initial post will not count toward this word requirement) -state your Rank, Name in the subject line (ex. SSG Jones, Avery) -include one APA formatted reference and one in-text citation to support your post (use a reference other than the Research and Case Studies Lesson 2. After you have posted an initial response, reply to two of your peers, (you must reply to their initial response) each reply must: -be a minimum of 150 words (salutations and references are not included in your word count) -open each post with the Rank/Name of the student you are addressing and close each reply with your Rank/Name -your first three posts (initial response and two replies) will be graded All posts must be submitted by typing your response in the text box. *This discussion will be evaluated on the expectations listed above and the assignment rubric*See Answer
Q20:Watch the video on emotional intelligence and write a paragraph to reflect on the steps to develop emotional intelligence. Feel free to mention which step or steps are easier or most difficult for you. Link to Video: https://www.youtube.com/watch?embeds referring euri=https%3A%2 F%2Ffnu.blackboard.com%2F&source ve path=MTY0OTksMig2NjQs MTYONTA2&feature=emb share&v=n9h8fG1DKhASee Answer

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