The document summarizes data from a comparative analysis of energy usage at schools and in families/communities across several European countries. It finds both good and bad energy practices. Good school practices include turning lights off when unnecessary and proper use of heating/cooling systems. However, most schools lack renewable devices and temperature regulators. While families commonly use energy-saving bulbs, some still rely on inefficient incandescent bulbs and neglect to power down devices. Overall it encourages raising awareness of small actions to reduce energy consumption.
Seminar on Comparative Energy analysis of sustainable techniquesdesignQube
This is the first stage of how to proceed with comparative enregy analysis of different construction techniques like Baker style, tradiitonal kerala style etc.
Seminar on Comparative Energy analysis of sustainable techniquesdesignQube
This is the first stage of how to proceed with comparative enregy analysis of different construction techniques like Baker style, tradiitonal kerala style etc.
Diseminare mobilitate Comenius - GRECIA - Leagănul culturii europene din antichitate până în prezent.Atena şi Insula Eghina.
Prof. Fulvia Horobeţ
Şcoala "Elena Cuza" Iaşi
Diseminare mobilitate Comenius - "TACCLE - Creating your own e-learning content in school education and adult education", prof. Adrian Chiorescu, Şcoala "Elena Cuza" Iaşi
Diseminare mobilitate Comenius - GRECIA - Leagănul culturii europene din antichitate până în prezent.Atena şi Insula Eghina.
Prof. Fulvia Horobeţ
Şcoala "Elena Cuza" Iaşi
Diseminare mobilitate Comenius - "TACCLE - Creating your own e-learning content in school education and adult education", prof. Adrian Chiorescu, Şcoala "Elena Cuza" Iaşi
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Cuore - Comparative Data Analysis For Energy
1.
2.
3.
4. SCHOOL FEATURES Germany Wlihlelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Number of teachers 140 70 72 49 163 35 77 78 Number of students 2000 520 693 486 About 1200 400 1181 526 Number of staff 35 12 6 20 49 14 21 13 Number of days students attend school 190 210 172 180 158 175 175 176 Number of days teachers and other staff use school facilites 190 220 250 200 198 200 200 253 Number of hours the school is open per day 12 h 10 h 9 h 15 h 16 h 15 h 15 13 School surface 20 000 m 2 8000 m 2 6114.9 m 2 3392 m 2 3225 m 2 7168 m 2 10 935 m 2 School facilities Canteen for students and teachers ’ bars √ - √ √ 3 - 2 1
5. Lifts (number) 1 1 - - _ - - 1 Central heating √ √ √ √ - √ √ √ Air conditioners - - - - 13 - 4 - Computers (number) 87 60 55 45 200 50 61 125 Printers/photocopiers (number) 4 4 10 5 24 5 15 2 Big Printer Machines/ 5 Laser Printers/ 10 Ink Printers // 4 Photocopiers Videoprojectors (number) 45 2 3 3 40 4 6 9 Water heaters - 120 5 2 6 (with gas) - - 1 Annual energy consumption in school 520718 Kw 98528 Kw/year about 69100 Kw about 216000Kw 20 850 Kw/ year 57,12 Kw/day 27 500 Kw/year 18.744 kw Annual gas consumption in school 1324000 - About 1548 m 3 about 3600Kg (3 kg of CO2 per Kg) - 2700m 3 73.156 m 3 Renewable energy devices Solar panels - - - - - 22 Photo solar panels
6. C. U. O. R. E. ENERGY- GOOD PRACTICE SCHOOL GOOD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Lights are on in classrooms only when strictly necessary. √ √ √ √ √ √ (65%) √ √ (60%) Doors and windows aren’t left open when any cooling/heating equipment is on. - - √ √ √ - √ -
7. GOOD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów .W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Teachers and students are open to being informed on saving energy. √ (68%) √ √ √ - √ √ NOT ASKED Most of the bulbs are fluorescent. - - √ - - √ (62%) - √ (95%) Many economic bulbs are used. √ (28%) - - √ - - - - (2%) Many solar panels are used. √ - - - - - - √ Some Temperature regulators are frequent. √ (90%) √ - √ - - - √ Some Many electronic equipment is energy- saving. √ - √ √ - √ √ NOT ASKED
8. GOOD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca There are signs near electric/electronic devices in school to make users aware of energy wasting. - √ - - - - - - The electronic appliances are turned off when not used. √ (70%) - √ √ - √ (79%) √ √ The central heating system is turned off during holidays. √ √ - √ - √ √ √
9. BAD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostr ó w W. Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Most light bulbs in school are incandescent. √ (41%) - √ - - - √ - Electronic/electric equipment is usually left in stand-by mode when not in use. - √ - - √ - - NOT ASKED There are no renewable energy devices in school . - √ √ √ √ √ √ NOT ASKED C. U. O. R. E. ENERGY- GOOD PRACTICE SCHOOL
10. BAD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W. Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Gas is one of the energy sources used in school. √ (55%) - - √ √ - - √ There aren’t any thermostats or temperature regulators in school. - √ - - √ √ √ - There are no signs near electric/ electronic devices to make users aware of energy wasting . √ √ √ - √ √ √ - There are no light sensors in school. - √ √ - NOT ASKED √ √ NOT ASKED
11. C. U. O. R. E. ENERGY - GOOD PRACTICE FAMILIES / COMMUNITY GOOD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca Many economic bulbs are used. √ (30%) - √ √ √ (75%) √ (61%) √ (162/309) √ (67%) Renewable sources of energy are used at home. √ (12%) - - - - - - - Thermostats or temperature regulators are normally used. √ (91%) - - √ - √ (63%) √ (35/309) √ (80%) Most of the families use electric al and electronic devices which save more energy. √ (71%) √ √ √ - √ - -
12. C. U. O. R. E. ENERGY - BAD PRACTICE FAMILIES / COMMUNITY BAD PRACTICE Germany Wilhelm. Lohe Schule Nuremberg Italy S.M.S. Pacifici de Magistris Sezze Lithuania Sausio 13 Secondary School Vilnius Poland Salesian Sisters Primary School Ostrów W Portugal E.S. Manuel Teixeira Gomes Portimão Romania Elena Cuza School Iasi Romania Titu Maiorescu School Iasi Spain I.E.S. Tiorres Villaroel Salamanca There are still families who use incandescent light bulbs. √ (45%) √ √ √ √ (37%) √ (16%) √ √ (36%) Most of the families don’t switch off the electric/electronic devices after using them. - √ - - √ (68% don’t switch always) - - - (6%) Few families use as a source of energy for heating, solar panels or any other type of renewable energy sources. - √ - √ √ ( 8%) - √ - Most of the families don’t have any temperature regulators (thermostats) at home. - - - - √ ( 79%) - (37% ) √ √ (20%)
13. GOOD vs BAD PRACTICE IN FAMILIES AND COMMUNITIES
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27. E m b race N atural E nviroment R educ ing G as and electricity by Y ourselves