Energy Question 2 feedback and advice for Water Question 2
•Download as PPT, PDF•
0 likes•165 views
This document provides feedback and guidance for responding to questions on energy and water resources. For the energy question, the response should describe the different energy sources used in the USA based on a pie chart, explain why usage varies in different places, discuss solutions to potential future energy security problems while evaluating pros and cons of different strategies, and include a concluding paragraph. For the water question, the response should describe the pattern shown on a map and explain it, assess the validity of various strategies to avoid future water supply conflicts by discussing pros and cons, and provide examples of places that may face conflicts over transboundary water sources.
Report
Share
Report
Share
![[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
CI Article - Knockananna (High & Mighty)
This document discusses an energy analysis carried out by NuTech Renewables for a 22-house social housing scheme in Knockannana, Wicklow for Wicklow County Council. The site slopes south, making it suitable for solar energy, but being in the hills means ambient temperatures will be lower in winter. NuTech Renewables analyzed various house types and constructions to ensure low energy and carbon performance. The project was divided into design, build, and monitoring phases with NuTech involved in each to meet energy criteria and report on performance. Approval was received to proceed based on monitoring the first 10 houses before completing the remaining 12.
some connectors: giving reasons
The document discusses several connectors used to introduce reasons or causes in English sentences, including "because", "because of", "due to", and "owing to". Examples are provided for each connector followed by a clause or phrase indicating the reason or cause.
Jan 06 slides_2_old
Xcel Energy's Colorado fuel mix in 2009 relied on coal for 52% of its energy, but was projected to increase to 68% coal reliance by 2010. Xcel also projected future rate increases from 2015-2020 assuming flat coal prices and no carbon charges, with 2010 electricity rates estimated between 9-10 cents per kilowatt hour. According to Boulder's greenhouse gas inventory, a significant portion came from electricity use and its source.
Global Challenges mark scheme June 2010
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
Forms of energy (upper elem/middle) (teach)
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
Forms of Energy Visual Quiz, Physical Science Lesson PowerPoint
This document provides an overview of a science curriculum that covers various topics in earth science, physical science, and life science over four years. It includes links to individual units covering topics like geology, astronomy, weather, climate, matter, energy, motion, machines, atoms, the periodic table, human body systems, DNA, genetics, cells, infectious diseases, taxonomy, evolution, botany, ecology, and more. The curriculum is designed for grades 5-10 and can be found in full at the listed website.
Perkembangbiakan pada hewan
Dokumen tersebut membahas tiga cara perkembangbiakan pada hewan secara generatif yaitu bertelur, melahirkan, dan bertelur melahirkan. Hewan bertelur meliputi katak, ikan, dan serangga. Hewan melahirkan adalah mamalia. Contoh hewan bertelur melahirkan adalah ular dan kadal.
Recommended
CI Article - Knockananna (High & Mighty)
This document discusses an energy analysis carried out by NuTech Renewables for a 22-house social housing scheme in Knockannana, Wicklow for Wicklow County Council. The site slopes south, making it suitable for solar energy, but being in the hills means ambient temperatures will be lower in winter. NuTech Renewables analyzed various house types and constructions to ensure low energy and carbon performance. The project was divided into design, build, and monitoring phases with NuTech involved in each to meet energy criteria and report on performance. Approval was received to proceed based on monitoring the first 10 houses before completing the remaining 12.
some connectors: giving reasons
The document discusses several connectors used to introduce reasons or causes in English sentences, including "because", "because of", "due to", and "owing to". Examples are provided for each connector followed by a clause or phrase indicating the reason or cause.
Jan 06 slides_2_old
Xcel Energy's Colorado fuel mix in 2009 relied on coal for 52% of its energy, but was projected to increase to 68% coal reliance by 2010. Xcel also projected future rate increases from 2015-2020 assuming flat coal prices and no carbon charges, with 2010 electricity rates estimated between 9-10 cents per kilowatt hour. According to Boulder's greenhouse gas inventory, a significant portion came from electricity use and its source.
Global Challenges mark scheme June 2010
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
Forms of energy (upper elem/middle) (teach)
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
Forms of Energy Visual Quiz, Physical Science Lesson PowerPoint
This document provides an overview of a science curriculum that covers various topics in earth science, physical science, and life science over four years. It includes links to individual units covering topics like geology, astronomy, weather, climate, matter, energy, motion, machines, atoms, the periodic table, human body systems, DNA, genetics, cells, infectious diseases, taxonomy, evolution, botany, ecology, and more. The curriculum is designed for grades 5-10 and can be found in full at the listed website.
Perkembangbiakan pada hewan
Dokumen tersebut membahas tiga cara perkembangbiakan pada hewan secara generatif yaitu bertelur, melahirkan, dan bertelur melahirkan. Hewan bertelur meliputi katak, ikan, dan serangga. Hewan melahirkan adalah mamalia. Contoh hewan bertelur melahirkan adalah ular dan kadal.
Contested Planet Mock
The document provides feedback on exam responses for several geography questions. It criticizes answers for lacking detail, examples, and use of terminology. Students are advised to learn case studies in depth and use evidence to back up arguments in order to score higher marks. They are told to cancel social plans and revise more for not demonstrating sufficient knowledge required for A-Level geography exams.
Real Options Applied to Photovoltaic Generation Rolando Pringles PhD Nov 2019
Real Options Applied to Photovoltaic Generation
Financing tools valuate & accelerate Sustainable Energy Transition Projects
R. Pringles et al., Valuation of defer and relocation options in photovoltaic generation investments by a stochastic
simulation-based method, Renewable Energy, https://doi.org/10.1016/j.renene.2019.11.082
As you know, our world is heavily dependent on fossil fuels for me.docx
As you know, our world is heavily dependent on fossil fuels for meeting our energy needs. In Chapter 6 of Contemporary Environmental Issues, you have read that there is concern about the possibility of reaching a peak in oil production, and even coal and natural gas will eventually run out. (Next week, in Chapter 7 of the textbook, we will read about an even more pressing reason for no longer relying on fossil fuels: global climate change.) Chapter 8 of Contemporary Environmental Issues introduces a variety of possible alternative energy sources, including nuclear power and many renewable options like wind power and solar energy.
Next week, you will be participating in a collaborative project aimed at developing an alternative energy plan for a particular community – the details of which won’t be revealed until then. For now, let’s all pool our research into what possible energy choices might be able to help us move away from fossil fuels.
In your main post this week, please
· Identify two alternatives to fossil fuels that are currently available.
· Discuss the barriers that keep these alternatives from replacing coal, oil, and natural gas as our primary means of energy.
· Discuss the role that government plays in ensuring a transition to these renewable alternatives in a post-carbon world.
Be creative here – the ideas you explore now might become the building blocks for next week’s sustainable energy plan.
Your initial post should be at least 250 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims, using the Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. document for guidance. Cite your sources in APA style (Links to an external site.)Links to an external site., as outlined in Ashford Writing Center (Links to an external site.)Links to an external site.. Quoted text should constitute no more than ten percent of your post.
Guided Response: Review several of your classmates’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion. In your reply, be sure to help strengthen each other’s ideas through constructive dialogue.
Comstock/Stockbyte/Thinkstock
Learning Objectives
After studying this chapter, you should be able to:
• Describe how solar and wind power systems work and how—along with other forms of renewable
energy—these technologies can help us move away from a dependence on fossil fuel energy sources.
• Explain how hydropower and geothermal energy systems work, and review their advantages and disad-
vantages relative to other forms of energy.
• Discuss the major drawbacks of nuclear power and why this technology may not be the best approach to
reducing the carbon footprint of our energy system.
• Explain what energy efficiency means and h.
SDME 2016 Introduction
The document discusses preparation for the Sustainable Decision Making Exam on rivers and coasts. It will involve assessing a people-environment issue using evidence from an unseen resource booklet. Students will practice exam questions on rivers to prepare for the exam, which consists of three sections testing knowledge, more complex questions, and a final decision question requiring an extended answer.
Cullen reducing energy demand EST 2011
Reducing Energy Demand: What Are the Practical Limits?
Jonathan M. Cullen, Julian M. Allwood*, and Edward H. Borgstein
Cite this: Environ. Sci. Technol. 2011, 45, 4, 1711–1718
Publication Date:January 12, 2011
https://doi.org/10.1021/es102641n
Abstract
Concern over the global energy system, whether driven by climate change, national security, or fears of shortage, is being discussed widely and in every arena but with a bias toward energy supply options. While demand reduction is often mentioned in passing, it is rarely a priority for implementation, whether through policy or through the search for innovation. This paper aims to draw attention to the opportunity for major reduction in energy demand, by presenting an analysis of how much of current global energy demand could be avoided. Previous work led to a “map” of global energy use that traces the flow of energy from primary sources (fuels or renewable sources), through fuel refinery, electricity generation, and end-use conversion devices, to passive systems and the delivery of final energy services (transport, illumination, and sustenance). The key passive systems are presented here and analyzed through simple engineering models with scalar equations using data based on current global practice. Physically credible options for change to key design parameters are identified and used to predict the energy savings possible for each system. The result demonstrates that 73% of global energy use could be saved by practically achievable design changes to passive systems. This reduction could be increased by further efficiency improvements in conversion devices. A list of the solutions required to achieve these savings is provided.
Non Renewables And Other Resource Issues
This document discusses types of resources, problems with non-renewable energy, and methods to reduce pollution and conserve resources. It defines renewable and non-renewable resources and examines fossil fuels, pollution, acid rain, and global warming. Suggested solutions include using alternative energy sources, reducing pollution emissions, improving energy efficiency, and recycling resources.
Unit 9 energy consumption
This document provides an overview of a unit on energy consumption that examines energy issues from national and global perspectives. The unit aims to teach students about different energy sources and uses, compare energy consumption across countries, and assess the implications of increasing demand. It explores technology's role in reducing consumption and policies around renewable resources. The unit consists of weekly topics: an introduction to energy, the environmental impacts of consumption, technology and renewables. It culminates in student group presentations on renewable energy plans for developing nations.
Misusing the Future
This document summarizes a talk about how climate change scenarios can misused to focus attention on some policy options over others. It provides three examples: 1) Scenarios have assumed high rates of spontaneous decarbonization that have not occurred. 2) The most extreme scenario, RCP 8.5, is often misused to overstate future impacts. 3) Scenarios have assumed wide adoption of bioenergy with carbon capture and storage (BECCS), but its feasibility is uncertain. Instead of relying on scenarios, the talk advocates a "today-forward" approach focused on increasing carbon-free energy use.
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...Sustainable Prosperity
The document discusses different perspectives on the costs of transitioning to clean energy. It notes that while clean energy technologies are currently more expensive than fossil fuels, their costs are declining over time. There is debate around whether policy should focus on research to lower costs before large-scale deployment, or subsidize current deployment to drive innovation and meet climate goals. The document also summarizes cost estimates from the US Energy Information Administration and notes they have been controversial but provide an important benchmark for analysis.Technology s curves-in_renewable_energies
This document discusses technology S-curves and their implications for renewable energy alternatives. It finds that both wind and geothermal energy are poised to become more economical than fossil fuels relatively soon based on historical data. Government R&D funding has been lower for wind and geothermal compared to solar, and funding for fossil fuels may be excessive given their diminishing performance. Analyzing renewable technologies through an S-curve lens provides insights not found using other approaches and has implications for future government and industry investment decisions.
Technology s curves-in_renewable_energies
This document discusses technology S-curves and their implications for renewable energy alternatives. It finds that both wind and geothermal energy are poised to become more economical than fossil fuels relatively soon based on historical cost reductions from R&D investment. However, government R&D funding has been lower for wind and geothermal compared to solar energy. The analysis suggests governments may over-fund fossil fuel technologies given their diminishing performance improvements. Examining renewable technologies through an S-curve lens provides insights not found using traditional experience curves and indicates areas where industry and government could better support technology development.
Uk energy scenarios 2006
This document outlines preliminary energy scenarios for the UK that aim to meet policy goals in a safe, sustainable, and economically viable way. Five scenarios are presented that combine different policy options around behavioral changes, demand management, energy efficiency, fuel switching, and emissions control to reduce emissions and reliance on risky technologies. Integrated planning across energy demand and supply sectors is emphasized to ensure technical and economic feasibility over the long term as the energy system transitions away from fossil fuels. Models are referenced that were used to construct and analyze the scenarios.
Abstract rew
This document presents a summary of a paper on renewable and non-renewable energy resources by V. Gogulakannan and J. Kadhar Basha from the EEE department of SNS College of Engineering. The paper examines the long-term viability and scalability of major energy sources if used as the sole supply for the world's energy needs. Through simple calculations, it argues that a solar hydrogen economy has vastly higher potential than other sources. It outlines how solar thermal technology could meet current and future energy demand sustainably by harnessing sunlight in desert areas. The paper also stresses the importance of energy conservation policies.
Past performance is no guide to future returns: Why we can't accurately fore...
This document discusses the inability to accurately forecast future energy technology costs and performance over long time horizons. It provides several examples where past energy forecasts made by models and experts were wildly inaccurate when compared to actual outcomes. This is because economic, social and technological systems lack the structural stability and predictability of physical systems. Forecasts are strongly influenced by unexpected events and changes in market structure, technology innovation, policies and other hard-to-predict factors. Therefore, no amount of additional resources or effort can overcome the fundamental limitations of long-term energy forecasting. Experimental approaches and focusing on physical constraints provide better guidance than precise cost predictions decades into the future.
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a ...
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a.
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...The UK Water Partnership
The presentation was first shown during the 'Infrastructure Planning' breakout session at the RCUK Water and Cities Showcase which was held on the 30th June 2015.Rapport Browaldh Postdoctoral Fellowship Kelly de Bruin
This document summarizes the work done by Kelly de Bruin over the past 6 years as a postdoctoral research fellow. Her research focuses on integrated assessment models, which are applied economic models describing the relationship between the economy and climate over the long run. She has published 4 papers in international journals investigating adaptation and mitigation policies. She is currently working on several ongoing papers examining topics like uncertainty, forests, economic growth impacts, and adaptation-mitigation interactions. Additionally, she has collaborated on policy projects with international organizations and published 12 policy papers, focusing on analyzing climate impacts and policies in Africa.
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPACUnited Nations Office to Support the International Decade for Action 'Water for Life' 2005-2015
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC, at 2014 UN-Water Annual International Zaragoza Conference. Preparing for World Water Day 2014: Partnerships for improving water and energy access, efficiency and sustainability. 13-16 January 2014.Year 11 exam info revision guide 2015 (OCR B)
This document provides information about upcoming geography exams for a student, including:
- Details of two exams - the SDME exam covering economic development topics on May 19, and the Geographical Themes exam covering rivers/coasts, natural hazards, and population/settlement on June 3.
- Links to revision resources like past papers, syllabus information, and revision guides.
- Case study examples and topics to revise for the exam questions on rivers/coasts, population/settlement, and natural hazards.
Unit 4 Essay feedback
This document provides feedback on essays and guidance for improvement. Key points include:
1) Students must thoroughly review comments and grading rubrics to understand where marks were lost.
2) Essays should be several pages long and include a variety of recent, global case studies from different sources to earn high marks.
3) Introductions need to clearly establish the purpose and include relevant context. Conclusions should thoroughly summarize case studies.
4) Analysis must discuss both positive and negative impacts on people and consider a range of perspectives, rather than simplistic statements.
Lace market data analysis
This document contains data analysis from sampling points in the Lace Market/Creative Quarter area. It includes bipolar raw and mean data from 20 points, as well as counts of pedestrians, cycles, cars, and other vehicles at each point. Additional data sections provide information on graffiti, vegetation, activity surveys, and a pie chart showing land use percentages.
More Related Content
Similar to Energy Question 2 feedback and advice for Water Question 2
Contested Planet Mock
The document provides feedback on exam responses for several geography questions. It criticizes answers for lacking detail, examples, and use of terminology. Students are advised to learn case studies in depth and use evidence to back up arguments in order to score higher marks. They are told to cancel social plans and revise more for not demonstrating sufficient knowledge required for A-Level geography exams.
Real Options Applied to Photovoltaic Generation Rolando Pringles PhD Nov 2019
Real Options Applied to Photovoltaic Generation
Financing tools valuate & accelerate Sustainable Energy Transition Projects
R. Pringles et al., Valuation of defer and relocation options in photovoltaic generation investments by a stochastic
simulation-based method, Renewable Energy, https://doi.org/10.1016/j.renene.2019.11.082
As you know, our world is heavily dependent on fossil fuels for me.docx
As you know, our world is heavily dependent on fossil fuels for meeting our energy needs. In Chapter 6 of Contemporary Environmental Issues, you have read that there is concern about the possibility of reaching a peak in oil production, and even coal and natural gas will eventually run out. (Next week, in Chapter 7 of the textbook, we will read about an even more pressing reason for no longer relying on fossil fuels: global climate change.) Chapter 8 of Contemporary Environmental Issues introduces a variety of possible alternative energy sources, including nuclear power and many renewable options like wind power and solar energy.
Next week, you will be participating in a collaborative project aimed at developing an alternative energy plan for a particular community – the details of which won’t be revealed until then. For now, let’s all pool our research into what possible energy choices might be able to help us move away from fossil fuels.
In your main post this week, please
· Identify two alternatives to fossil fuels that are currently available.
· Discuss the barriers that keep these alternatives from replacing coal, oil, and natural gas as our primary means of energy.
· Discuss the role that government plays in ensuring a transition to these renewable alternatives in a post-carbon world.
Be creative here – the ideas you explore now might become the building blocks for next week’s sustainable energy plan.
Your initial post should be at least 250 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims, using the Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. document for guidance. Cite your sources in APA style (Links to an external site.)Links to an external site., as outlined in Ashford Writing Center (Links to an external site.)Links to an external site.. Quoted text should constitute no more than ten percent of your post.
Guided Response: Review several of your classmates’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion. In your reply, be sure to help strengthen each other’s ideas through constructive dialogue.
Comstock/Stockbyte/Thinkstock
Learning Objectives
After studying this chapter, you should be able to:
• Describe how solar and wind power systems work and how—along with other forms of renewable
energy—these technologies can help us move away from a dependence on fossil fuel energy sources.
• Explain how hydropower and geothermal energy systems work, and review their advantages and disad-
vantages relative to other forms of energy.
• Discuss the major drawbacks of nuclear power and why this technology may not be the best approach to
reducing the carbon footprint of our energy system.
• Explain what energy efficiency means and h.
SDME 2016 Introduction
The document discusses preparation for the Sustainable Decision Making Exam on rivers and coasts. It will involve assessing a people-environment issue using evidence from an unseen resource booklet. Students will practice exam questions on rivers to prepare for the exam, which consists of three sections testing knowledge, more complex questions, and a final decision question requiring an extended answer.
Cullen reducing energy demand EST 2011
Reducing Energy Demand: What Are the Practical Limits?
Jonathan M. Cullen, Julian M. Allwood*, and Edward H. Borgstein
Cite this: Environ. Sci. Technol. 2011, 45, 4, 1711–1718
Publication Date:January 12, 2011
https://doi.org/10.1021/es102641n
Abstract
Concern over the global energy system, whether driven by climate change, national security, or fears of shortage, is being discussed widely and in every arena but with a bias toward energy supply options. While demand reduction is often mentioned in passing, it is rarely a priority for implementation, whether through policy or through the search for innovation. This paper aims to draw attention to the opportunity for major reduction in energy demand, by presenting an analysis of how much of current global energy demand could be avoided. Previous work led to a “map” of global energy use that traces the flow of energy from primary sources (fuels or renewable sources), through fuel refinery, electricity generation, and end-use conversion devices, to passive systems and the delivery of final energy services (transport, illumination, and sustenance). The key passive systems are presented here and analyzed through simple engineering models with scalar equations using data based on current global practice. Physically credible options for change to key design parameters are identified and used to predict the energy savings possible for each system. The result demonstrates that 73% of global energy use could be saved by practically achievable design changes to passive systems. This reduction could be increased by further efficiency improvements in conversion devices. A list of the solutions required to achieve these savings is provided.
Non Renewables And Other Resource Issues
This document discusses types of resources, problems with non-renewable energy, and methods to reduce pollution and conserve resources. It defines renewable and non-renewable resources and examines fossil fuels, pollution, acid rain, and global warming. Suggested solutions include using alternative energy sources, reducing pollution emissions, improving energy efficiency, and recycling resources.
Unit 9 energy consumption
This document provides an overview of a unit on energy consumption that examines energy issues from national and global perspectives. The unit aims to teach students about different energy sources and uses, compare energy consumption across countries, and assess the implications of increasing demand. It explores technology's role in reducing consumption and policies around renewable resources. The unit consists of weekly topics: an introduction to energy, the environmental impacts of consumption, technology and renewables. It culminates in student group presentations on renewable energy plans for developing nations.
Misusing the Future
This document summarizes a talk about how climate change scenarios can misused to focus attention on some policy options over others. It provides three examples: 1) Scenarios have assumed high rates of spontaneous decarbonization that have not occurred. 2) The most extreme scenario, RCP 8.5, is often misused to overstate future impacts. 3) Scenarios have assumed wide adoption of bioenergy with carbon capture and storage (BECCS), but its feasibility is uncertain. Instead of relying on scenarios, the talk advocates a "today-forward" approach focused on increasing carbon-free energy use.
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...Sustainable Prosperity
The document discusses different perspectives on the costs of transitioning to clean energy. It notes that while clean energy technologies are currently more expensive than fossil fuels, their costs are declining over time. There is debate around whether policy should focus on research to lower costs before large-scale deployment, or subsidize current deployment to drive innovation and meet climate goals. The document also summarizes cost estimates from the US Energy Information Administration and notes they have been controversial but provide an important benchmark for analysis.Technology s curves-in_renewable_energies
This document discusses technology S-curves and their implications for renewable energy alternatives. It finds that both wind and geothermal energy are poised to become more economical than fossil fuels relatively soon based on historical data. Government R&D funding has been lower for wind and geothermal compared to solar, and funding for fossil fuels may be excessive given their diminishing performance. Analyzing renewable technologies through an S-curve lens provides insights not found using other approaches and has implications for future government and industry investment decisions.
Technology s curves-in_renewable_energies
This document discusses technology S-curves and their implications for renewable energy alternatives. It finds that both wind and geothermal energy are poised to become more economical than fossil fuels relatively soon based on historical cost reductions from R&D investment. However, government R&D funding has been lower for wind and geothermal compared to solar energy. The analysis suggests governments may over-fund fossil fuel technologies given their diminishing performance improvements. Examining renewable technologies through an S-curve lens provides insights not found using traditional experience curves and indicates areas where industry and government could better support technology development.
Uk energy scenarios 2006
This document outlines preliminary energy scenarios for the UK that aim to meet policy goals in a safe, sustainable, and economically viable way. Five scenarios are presented that combine different policy options around behavioral changes, demand management, energy efficiency, fuel switching, and emissions control to reduce emissions and reliance on risky technologies. Integrated planning across energy demand and supply sectors is emphasized to ensure technical and economic feasibility over the long term as the energy system transitions away from fossil fuels. Models are referenced that were used to construct and analyze the scenarios.
Abstract rew
This document presents a summary of a paper on renewable and non-renewable energy resources by V. Gogulakannan and J. Kadhar Basha from the EEE department of SNS College of Engineering. The paper examines the long-term viability and scalability of major energy sources if used as the sole supply for the world's energy needs. Through simple calculations, it argues that a solar hydrogen economy has vastly higher potential than other sources. It outlines how solar thermal technology could meet current and future energy demand sustainably by harnessing sunlight in desert areas. The paper also stresses the importance of energy conservation policies.
Past performance is no guide to future returns: Why we can't accurately fore...
This document discusses the inability to accurately forecast future energy technology costs and performance over long time horizons. It provides several examples where past energy forecasts made by models and experts were wildly inaccurate when compared to actual outcomes. This is because economic, social and technological systems lack the structural stability and predictability of physical systems. Forecasts are strongly influenced by unexpected events and changes in market structure, technology innovation, policies and other hard-to-predict factors. Therefore, no amount of additional resources or effort can overcome the fundamental limitations of long-term energy forecasting. Experimental approaches and focusing on physical constraints provide better guidance than precise cost predictions decades into the future.
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a ...
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a.
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...The UK Water Partnership
The presentation was first shown during the 'Infrastructure Planning' breakout session at the RCUK Water and Cities Showcase which was held on the 30th June 2015.Rapport Browaldh Postdoctoral Fellowship Kelly de Bruin
This document summarizes the work done by Kelly de Bruin over the past 6 years as a postdoctoral research fellow. Her research focuses on integrated assessment models, which are applied economic models describing the relationship between the economy and climate over the long run. She has published 4 papers in international journals investigating adaptation and mitigation policies. She is currently working on several ongoing papers examining topics like uncertainty, forests, economic growth impacts, and adaptation-mitigation interactions. Additionally, she has collaborated on policy projects with international organizations and published 12 policy papers, focusing on analyzing climate impacts and policies in Africa.
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPACUnited Nations Office to Support the International Decade for Action 'Water for Life' 2005-2015
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC, at 2014 UN-Water Annual International Zaragoza Conference. Preparing for World Water Day 2014: Partnerships for improving water and energy access, efficiency and sustainability. 13-16 January 2014.Year 11 exam info revision guide 2015 (OCR B)
This document provides information about upcoming geography exams for a student, including:
- Details of two exams - the SDME exam covering economic development topics on May 19, and the Geographical Themes exam covering rivers/coasts, natural hazards, and population/settlement on June 3.
- Links to revision resources like past papers, syllabus information, and revision guides.
- Case study examples and topics to revise for the exam questions on rivers/coasts, population/settlement, and natural hazards.
Similar to Energy Question 2 feedback and advice for Water Question 2 (20)
Real Options Applied to Photovoltaic Generation Rolando Pringles PhD Nov 2019
Real Options Applied to Photovoltaic Generation Rolando Pringles PhD Nov 2019
As you know, our world is heavily dependent on fossil fuels for me.docx
As you know, our world is heavily dependent on fossil fuels for me.docx
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...
William Hogan, Research Director, Harvard Electricity Policy Group, Harvard U...
Past performance is no guide to future returns: Why we can't accurately fore...
Past performance is no guide to future returns: Why we can't accurately fore...
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docx
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...
Breakout Session presentations ‘Infrastructure Planning, Mike Simpson, Univer...
Rapport Browaldh Postdoctoral Fellowship Kelly de Bruin
Rapport Browaldh Postdoctoral Fellowship Kelly de Bruin
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC
Recap from day 2 and overview of day 3, by Josefina Maestu, director UNW-DPAC
More from Sally Longford
Unit 4 Essay feedback
This document provides feedback on essays and guidance for improvement. Key points include:
1) Students must thoroughly review comments and grading rubrics to understand where marks were lost.
2) Essays should be several pages long and include a variety of recent, global case studies from different sources to earn high marks.
3) Introductions need to clearly establish the purpose and include relevant context. Conclusions should thoroughly summarize case studies.
4) Analysis must discuss both positive and negative impacts on people and consider a range of perspectives, rather than simplistic statements.
Lace market data analysis
This document contains data analysis from sampling points in the Lace Market/Creative Quarter area. It includes bipolar raw and mean data from 20 points, as well as counts of pedestrians, cycles, cars, and other vehicles at each point. Additional data sections provide information on graffiti, vegetation, activity surveys, and a pie chart showing land use percentages.
Unit 1 jan 2011 resource booklet
This document contains resource materials for an exam on global challenges, including figures and data related to topics like natural disasters, climate change, globalization, migration, population change, and technological innovation. Specifically:
- Figure 1 shows the increasing number of reported natural disasters per year from 1900 to 2000.
- Figure 2 outlines the differences between climate change mitigation (reducing causes) and adaptation (preparing for consequences).
- Figure 5 presents UK immigration and emigration statistics from 1998 to 2008 that show immigration increasing while emigration decreases.
- Figures 7 and 10 illustrate the growth and changing distribution of world megacities, showing their increasing numbers, sizes, and locations over time.
Progress test 4 weeks in feedback
This document contains notes from progress tests on various topics:
1. The grade boundaries for the progress test, ranging from A to E. Most students were expected to score between A-C.
2. Key points about average income and variations between countries. Developing countries rely on manufacturing or trade, while quality of life is improving. Oil wealth contributes significantly to variations between some countries.
3. Factors affecting internet connectivity between Europe and Africa. Physical barriers like mountains and deserts impact Africa more, while certain coastal areas and countries have better connectivity.
That's a high-level summary of the key information provided in the document in 3 sentences. Let me know if you need any clarification
AS geography progress test October 2013
Ethiopia belongs to the LDCs or Less Developed Countries. An example of an NIC is South Korea. NICs are middle-income industrializing nations like South Korea, Taiwan, and Brazil. Figure 4 shows evidence of a two speed world with wide differences in GDP per capita between advanced economies like the OECD nations and developing nations like the LDCs and NICs.
Contested planet resource booklet june 2010
The document provides information about the challenges facing biodiversity in Pacific small island developing states (SIDS). Key points include:
- Pacific SIDS have high levels of biodiversity but it is threatened, with up to 50% of species at risk. Threats include habitat loss, invasive species, pollution, and climate change.
- Coral reefs, forests, and marine life are ecologically and economically important but vulnerable to threats like overfishing, logging, and natural disasters exacerbated by climate change.
- Climate change poses severe risks like sea level rise, which could make some low-lying Pacific islands uninhabitable.
Mock feedback
This document provides feedback on a mock exam. It includes:
- Grade boundaries for the exam of A=50, B=46, C=43, D=40, E=37.
- Feedback on student responses to different exam questions about rebranding an area, providing evidence from photos and discussing players involved.
- Tips for improving responses, such as being precise about sources and locations, and mentioning results from fieldwork and research.
Assessing the 4 options against the criteria in figure 10
The document assesses 4 energy options - nuclear power, shale gas, bioethanol, and concentrated solar power (CSP) - based on environmental impacts, cost, security of supply, and reliability. Nuclear power scores well on reliability but poorly on environmental impacts and cost. Shale gas has low costs in some areas but environmental and supply security concerns. Bioethanol could increase food prices and rely on harvests. CSP is expensive initially but long-lasting and reliable, relying on solar resources in stable regions.
January 2013 being synoptic
This document provides an overview of key themes and considerations for choosing energy solutions in Europe:
1. Climate change is driving the need to reduce greenhouse gas emissions to mitigate global warming, as required by the Kyoto Protocol.
2. European countries want energy solutions that support economic growth while keeping costs low.
3. Solutions must achieve sustainable development by meeting current needs without compromising future generations' ability to meet their own needs.
Cutting energy demand through measures like insulation, efficiency improvements, and renewable energy adoption can also help address these issues. No single solution can resolve the challenges, and all options have pros and cons.
Lace market
The Lace Market area in Nottingham has undergone various regeneration projects since the 1970s with some successes in attracting new developments like the National Ice Centre and Nottingham Contemporary arts center to boost the local economy, but full regeneration is still a work in progress as evidenced by mixed evidence found on street views of the area and businesses reporting increased foot traffic but galleries saying increased awareness will take more time.
Feedback from as mock
The summary provides feedback on a student's mock AS exam, identifying several areas in need of improvement:
1) The student performed poorly and needs significant revision, as an A Level requires advanced understanding beyond GCSE.
2) Common mistakes included not knowing key topics, lacking examples, misreading questions, and weaknesses in understanding concepts like El Nino, volcanic eruptions, food insecurity and migration push/pull factors.
3) To improve, the student must thoroughly review mistakes, learn definitions, basics of topics like climate change and hazards, and study required case studies in detail.
Global Challenges Mark Scheme January 2012
The document provides a mark scheme for a geography exam on global challenges. It outlines the general marking guidance instructing examiners to mark candidates positively and use the full range of marks. It also provides specific guidance on marking for individual questions on the exam, identifying what examiners should award marks for in candidate responses.
Dev gap webquest
The document provides instructions for a webquest to visualize and understand differences in development levels between countries over time using the Gapminder website. It guides the user to select countries and view graphs of changes in life expectancy and GDP per capita historically, and to capture screenshots of the graphs to paste into a Word document. It also directs the user to access maps and data on the Human Development Index (HDI), Gender Inequality Index (GII), and Inequality-Adjusted HDI on the UNDP website to further understand development gaps between nations.
Web quest – going global
This document summarizes information about the concentration of global economic power. It finds that power is concentrated in transnational corporations based mostly in North America and Europe. It also finds that the world's richest people and most influential global cities are predominantly located in these regions as well, suggesting economic power remains unevenly distributed globally, concentrated in Western nations.
Urban revision case studies
Nottingham has undertaken several urban rebranding efforts to change its image and regenerate parts of the city. These include rebranding the Lace Market area near the new tram stop through environmental improvements and attracting new commercial and residential developments. Another project, The Hub, aimed to rebrand the run-down railway station area through a £60 million investment that included refurbishing the station, improving retail, and regenerating surrounding land. A third rebranding involved transforming the old canal district through landscaping and developments like the contemporary art gallery that boosted local business and tourism.
Rural rebranding case studies revision
This document discusses various case studies of rural rebranding efforts:
1) National Forest in Great Britain was rebranded by planting millions of trees to attract tourism and make the area more sustainable.
2) Newstead Village was struggling after coal mine closure but won funds to build attractions like fishing lakes to employ youth and reduce crime.
3) Wirksworth in England rebranded through cultural festivals and events to attract artists and professionals and boost the local economy.
Geo invest may 2011 mark scheme
This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
More from Sally Longford (20)
Assessing the 4 options against the criteria in figure 10
Assessing the 4 options against the criteria in figure 10
Recently uploaded
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfKHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
INDIA`S OWN LITERARY GENIUS MR.KHUSHWANT SINGH WAS TRULY A VERY BRAVE SOUL AND WAS AWARDED WITH THE MAGIC OF WORDS BY GOD.
Recently uploaded (20)
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
Energy Question 2 feedback and advice for Water Question 2
- 1. 2 nd Energy Question feedback