Leadership in Energy and Environmental Design Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Leadership in Energy and Environmental Design Case Assignment
Instructions for Spring 2014 Freshman Composition Final Examination Readings
Place your name on this packet of readings you download from the Writing Program website. You will return them to your instructor after you have finished writing the final essay examination. No class time will be allotted for discussion of the readings, but you may, if you wish, discuss them outside of class with your classmates or other students enrolled in your freshman composition class. Bring this packet with you to the final exam. You will use information from these sources to support your thesis. You may underline, highlight, and annotate the readings. You may also bring a dictionary and your Little Seagull Handbook. However, you may not bring thesis statements, outlines, prewriting, or drafts in any form to exam. If you use MLA documentation style to credit your sources, bring the pre-printed Works Cited page you downloaded with your reading packet and, when you have finished writing, place the page in the Blue Book in which you have written your final draft. If you use APA documentation style to credit your sources, bring the pre-printed References page you downloaded with your reading packet and, when you have finished writing, place the page in the Blue Book in which you have written your final draft.
For Writing Program essays, MLA or APA are the only two acceptable documentation styles.
For the final essay exam, you will need two large-sized Blue Books. These are available at the bookstore. (If you have large handwriting, you may need a third Blue Book.) On the front cover of each book, write your name, your WRC course and section number, the date of your final, and your professor’s name. Turn in both Blue Books to your professor before the final. You may use only Blue Books in which to write the final. On the day of the final, your professor will return the Blue Books to you so you can use them for the final essay. At the final, use one book for your prewriting and the other for your final draft. You will turn in both at the end of the final, along with the prompt.
Sustainability is about more than recycling at top colleges By Monika Joshi
One Indiana school is not only drilling its students on academics, but it’s also drilling holes in its campus to tap geothermal
energy. A Vermont college is into burning wood chips as a way to save money. What they share is a passion for environmental sustainability — operating in a way that uses renewable fuels and tries to
save money in the process. Interest in sustainability is particularly strong on college campuses. Princeton Review, in partnership with the U.S. Green Building Council, is out this week with its 2012 Guide to 322 Green
Colleges and finds in a separate survey that 68% of more than 7,000 college applicants told them that a college’s commitment to the environment would play a role in their decision to apply to or attend that school. The guide can be downloaded at princeton – review.com.green-guide or centerforgreenschools.org/greenguide.
Further, the number of projects on campuses that have earned Leadership in Energy and Environmental Design (LEED) certification, a testament to their environmental attributes, has surpassed the total number of colleges.
“Universities are spending a good amount of time assessing each of their buildings and determining how they’re being utilized and which should be prioritized for an energy-efficient upgrade,” says Jaime Van Mourik, director of higher education at the Center for Green Schools at the non-profit Green Building Council, which runs the LEED program.
Here’s a look at a handful of colleges that have gone the extra mile in sustainability: Ball State University, Muncie, Ind.
This university is going deep in its sustainability efforts — quite literally. The school is in the process of creating the world’s largest closed geothermal energy system.
Such a system uses the natural temperature of the earth hundreds of feet below ground to help in heating and cooling objects at the surface.
Ball State has constructed a system that pumps water 400 feet below the ground, where it reaches equilibrium with the temperature at that depth and then gets circulated back to the surface.
Thus far, the university has drilled about 1,800 boreholes around campus, and the system is providing cooling to the entire campus and heating to about half. In March, construction for the project entered the final phase. When fully implemented, the project will allow the university to cut its carbon emissions almost in half and save about $2 million in annual operating costs.
Butte College, Oroville, Calif. The Northern California school touts that it is now “grid positive,” generating more energy than it consumes. In a project
that began in 2005, a total of 25,000 solar arrays have been installed mostly at its main college campus. The arrays occupy space not only on rooftops but in parking lots and walkways as well.
“When we say that number, the campus community is surprised because (the arrays) are not obvious,” says Butte College President Kimberly Perry. “They’ve been incorporated into the design and culture of the campus, and I think that’s the beauty of it.”
Chatham University, Pittsburgh When the Eden Hall Foundation gifted Chatham University 388 acres of farmland in 2008, the university decided to create
an entire campus dedicated to sustainability. The Eden Hall Campus, about 20 miles north of the main Chatham campus, houses an organic garden and greenhouse with research and teaching plots.
Though only a handful of classes are currently held on the Eden Campus, it is expected to become a residential campus within the next three to five years, according to David Hassenzahl, dean of the university’s school of sustainability and the environment.
“We plan to do everything out in the open and demonstrate to people how to live more sustainably,” Hassenzahl says. Middlebury College, Middlebury, Vt.
In an effort to reduce emissions, this liberal arts college turned to using biomass, energy from plant material, as a source of fuel. The institute’s biomass gasification plant, located at the center of campus, provides heating to the buildings on campus.
On an average day, two to three truckloads of wood chips are delivered to the campus from within 75 miles. At the plant, chips are heated to high temperatures with low oxygen, eventually releasing wood gas. This gas is fed into a boiler, producing steam that is then circulated throughout the campus as a source of heat. In addition, the steam turns turbines, generating 20% of the campus’ electricity.
“When students make the connection between turning up the heat in their room and trees getting cut down to provide the heat, it’s a whole new perspective for them,” says Jack Byrne, director of the university’s sustainability integration office.
How green is your campus?
By Amanda Leigh Mascarelli
Universities are working to bring sustainability to their campuses and classrooms, and could serve as a model for other institutions looking to go carbon-neutral. But there’s no single way to grade the initiatives. On a typically muggy day in late August, some 1,300 incoming freshmen and their parents gathered for orientation weekend at Emory University, near downtown Atlanta, Georgia. Here, in the heart of the conservative Deep South, the students received their first lesson of the school year. They were served food that was locally or sustainably produced, which they ate with cutlery made from sugar cane. And they were handed reusable water bottles and compact fluorescent light bulbs, which they tot ed around in reusable grocery bags. Over the two days of orientation, the school composted nearly two tonnes of waste, making it Emory’s first near-zero-waste freshman orientation. “From the first time the students interact with Emory, we try to make it clear that sustainability is part of our DNA, that this is our expectation from them,” says Ciannat Howett, director of the university’s office of sustainability initiatives.
Emory is part of a wave of colleges and universities throughout the United States and across the globe that are going ‘green’. “We’ve gotten into this situation where we have an unsustainable environmental future because we’ve produced all kinds of really smart people that don’t get it,” says Michael Crow, president of Arizona State University in Tempe. Crow is also chair of the American College & University Presidents’ Climate Commitment, through which some 650 US educational institutions have pledged to become “climate neutral”. Nearly 400 of them are now facing a 15 September deadline to submit their detailed ‘climate action plans’ for achieving their goals.
Measuring up Such schools also hope to serve as models for others, including businesses, cities and counties, that hope to reduce their
environmental impacts. But their experiences underscore the fact that sustainability can be hard to measure and that attaining it, especially with competing financial pressures, doesn’t happen overnight.
More than 300 of the first signatories to the climate commitment have submitted green- house-gas inventories, which tally electricity use, heating and cooling of buildings, transportation to and from campus, and official air travel. Climate action plans are step two. So far, about 80% of the signatories have reported on time and are in good standing with the initiative, says Anthony Cortese, president of the Boston-based non-profit organization Second Nature, which helps run the initiative. He expects 90% fulfillment by the beginning of the 2010–11 school year. Still, institutions set their own timetables for achieving climate neutrality, and there is no penalty if they fall short, aside from peer pressure by other members.
To quantify their greenhouse-gas reductions and efficiency gains, most schools rely on standardized emissions inventories, such as the Campus Carbon Calculator provided by Clean Air–Cool Planet, a non-profit group based in Portsmouth, New Hampshire. In some cases, institutions have their own environmental engineers or energy analysts who keep track of carbon accounting, with others engaging students through their coursework. In addtion, the Association for the Advancement of Sustainability in Higher Education, based in Lexington, Kentucky, has developed a system to help schools track their progress over time. Since February 2008, some 70 schools have piloted that system; it will officially launch in January, and its online reporting tool will be available to all campuses.
But it is difficult to find a universal system of ranking or grading sustainability, because schools grapple with different challenges, says David Oxtoby, president of Pomona College in Claremont, California. Whereas schools in the American West focus heavily on water conservation, for instance, many in New England are homing in on finding more centralized, lower-carbon alternatives for heating their buildings year-round. Emissions gains
Leadership in Energy and Environmental Design Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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