LEED v4 for
BUILDING DESIGN AND CONSTRUCTION
Updated April 14, 2017
Includes:
LEED BD+C: New Construction
LEED BD+C: Core and Shell
LEED BD+C: Schools
LEED BD+C: Retail
LEED BD+C: Data Centers
LEED BD+C: Warehouses and Distribution Centers
LEED BD+C: Hospitality
LEED BD+C: Healthcare
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Prerequisite: Integrative Project Planning and Design..................................................................... 9
Healthcare ........................................................................................................................................ 9
Credit: Integrative Process ................................................................................................................ 10
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 10
LOCATION AND TRANSPORATION (LT) .......................................................... 12
LT Credit: LEED for Neighborhood Development Location ........................................................... 12
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 12
LT Credit: Sensitive Land Protection................................................................................................ 13
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 13
LT Credit: High-Priority Site .............................................................................................................. 15
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 15
LT Credit: Surrounding Density and Diverse Uses ......................................................................... 16
NC, CS, Schools, Retail, Data Centers, Hospitality ....................................................................... 16
Warehouses & Distribution Centers ............................................................................................... 17
Healthcare ...................................................................................................................................... 18
LT Credit: Acces.
1. Describe the rational for constructing a new building to be wa.docxgasciognecaren
1. Describe the rational for constructing a new building to be water and energy efficient?
2. Can this rationale be applied to an existing building and if so how?
Tip: Please remember to add a subject line to your post. Use descriptive subject lines for your posts; some find it easier to write the subject line after writing the post.
Submit your response to the discussion board in a 300-500 word narrative. Your response should clearly relate to the aspect of both questions and an understanding of the required readings. Be sure to apply the concepts you've learned in a meaningful way.
Afterwards, submit two-three 100-200 word responses to your classmates’ postings. Your response should explore ideas and provide constructive responses. Be sure to interact with all of your classmates during the term.
In total, you should have a minimum of 3 posts for the week.
Due dates: Your initial posting is due no later than Wednesday 11:59 PM October 2nd, 2019. Final peer responses are due by Sunday 11:59 PM October 6, 2019.
After completing this, I will send you 3 classmatesposts.
thanks
LEED v4 for
BUILDING DESIGN AND CONSTRUCTION
Updated April 14, 2017
Includes:
LEED BD+C: New Construction
LEED BD+C: Core and Shell
LEED BD+C: Schools
LEED BD+C: Retail
LEED BD+C: Data Centers
LEED BD+C: Warehouses and Distribution Centers
LEED BD+C: Hospitality
LEED BD+C: Healthcare
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Prerequisite: Integrative Project Planning and Design..................................................................... 9
Healthcare ........................................................................................................................................ 9
Credit: Integrative Process ................................................................................................................ 10
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 10
LOCATION AND TRANSPORATION (LT) .......................................................... 12
LT Credit: LEED for Neighborhood Development Location ........................................................... 12
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 12
LT Credit: Sensitive Land Protection................................................................................................ 13
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
..............
1. Describe the rational for constructing a new building to be wa.docxgasciognecaren
1. Describe the rational for constructing a new building to be water and energy efficient?
2. Can this rationale be applied to an existing building and if so how?
Tip: Please remember to add a subject line to your post. Use descriptive subject lines for your posts; some find it easier to write the subject line after writing the post.
Submit your response to the discussion board in a 300-500 word narrative. Your response should clearly relate to the aspect of both questions and an understanding of the required readings. Be sure to apply the concepts you've learned in a meaningful way.
Afterwards, submit two-three 100-200 word responses to your classmates’ postings. Your response should explore ideas and provide constructive responses. Be sure to interact with all of your classmates during the term.
In total, you should have a minimum of 3 posts for the week.
Due dates: Your initial posting is due no later than Wednesday 11:59 PM October 2nd, 2019. Final peer responses are due by Sunday 11:59 PM October 6, 2019.
After completing this, I will send you 3 classmatesposts.
thanks
LEED v4 for
BUILDING DESIGN AND CONSTRUCTION
Updated April 14, 2017
Includes:
LEED BD+C: New Construction
LEED BD+C: Core and Shell
LEED BD+C: Schools
LEED BD+C: Retail
LEED BD+C: Data Centers
LEED BD+C: Warehouses and Distribution Centers
LEED BD+C: Hospitality
LEED BD+C: Healthcare
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Updated to reflect the April 14, 2017 LEED v4 Building Design and Construction Addenda
Prerequisite: Integrative Project Planning and Design..................................................................... 9
Healthcare ........................................................................................................................................ 9
Credit: Integrative Process ................................................................................................................ 10
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 10
LOCATION AND TRANSPORATION (LT) .......................................................... 12
LT Credit: LEED for Neighborhood Development Location ........................................................... 12
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
........................................................................................................................................................ 12
LT Credit: Sensitive Land Protection................................................................................................ 13
NC, CS, Schools, Retail, Data Centers, Warehouses & Distribution Centers, Hospitality, Healthcare
..............
The Conference Board of Canada, 52 pages, April 2013
Report by Vijay Gill, Crystal Hoganson, David Stewart-Patterson
Note - Door to Door postal service is slated for cancellation in Canada, and this "objective" report, is problematic as Canada Post's CEO, Deepak Chopra is a board member of the Conference Board of Canada, which tempers the analysis significantly.
Benefits of Modern Cloud Data Lake Platform Qubole GCP - WhitepaperVasu S
IDC explains how data leaders are adopting cloud data lake platforms built by companies like Qubole and Google Cloud Platform to address the growing need for mission-critical analytics during COVID-19
https://www.qubole.com/resources/white-papers/benefits-of-modern-cloud-data-lake-platform-idc-qubole-gcp
Legend Power LEED Green Building Certification Performance AssessmentLegend Power
Legend Power's smart grid technology, can help building projects achieve up to 5 points toward LEED green building certification.
This report is comprehensive technical assessment of Legend Power's performance within various LEED certification systems.
The technology can help larger public and private sector green buildings to decrease power consumption by optimizing voltage changes as a result of fluctuating supply from the energy grid.
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
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Note - Door to Door postal service is slated for cancellation in Canada, and this "objective" report, is problematic as Canada Post's CEO, Deepak Chopra is a board member of the Conference Board of Canada, which tempers the analysis significantly.
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Legend Power's smart grid technology, can help building projects achieve up to 5 points toward LEED green building certification.
This report is comprehensive technical assessment of Legend Power's performance within various LEED certification systems.
The technology can help larger public and private sector green buildings to decrease power consumption by optimizing voltage changes as a result of fluctuating supply from the energy grid.
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Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
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Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
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Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
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Main content15-2aHow Identity Theft OccursPerpetrators of iden.docxjesssueann
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docxjesssueann
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxjesssueann
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docxjesssueann
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
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Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
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Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
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Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docxjesssueann
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docxjesssueann
Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor.
.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docxjesssueann
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docxjesssueann
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docxjesssueann
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docxjesssueann
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docxjesssueann
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
LEED v4 for BUILDING DESIGN AND CONSTRUCTION Upda.docx
1. LEED v4 for
BUILDING DESIGN AND CONSTRUCTION
Updated April 14, 2017
Includes:
LEED BD+C: New Construction
LEED BD+C: Core and Shell
LEED BD+C: Schools
LEED BD+C: Retail
LEED BD+C: Data Centers
LEED BD+C: Warehouses and Distribution Centers
LEED BD+C: Hospitality
LEED BD+C: Healthcare
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
2. Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Prerequisite: Integrative Project Planning and
Design..................................................................... 9
Healthcare
............................................................................................ ...
......................................... 9
Credit: Integrative Process
...............................................................................................
................. 10
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 10
LOCATION AND TRANSPORATION (LT)
.......................................................... 12
LT Credit: LEED for Neighborhood Development Location
........................................................... 12
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 12
LT Credit: Sensitive Land
Protection...............................................................................
................. 13
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
3. ...............................................................................................
......................................................... 13
LT Credit: High-Priority Site
...............................................................................................
............... 15
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 15
LT Credit: Surrounding Density and Diverse Uses
......................................................................... 16
NC, CS, Schools, Retail, Data Centers, Hospitality
....................................................................... 16
Warehouses & Distribution Centers
...............................................................................................
17
Healthcare
...............................................................................................
....................................... 18
LT Credit: Access to Quality
Transit....................................................................................
............. 19
NC, CS, Data Centers, Warehouses & Distribution Centers,
Hospitality ....................................... 19
Schools
...............................................................................................
............................................ 20
Healthcare
...............................................................................................
....................................... 21
5. SUSTAINABLE SITES (SS)
............................................................................ 31
SS Prerequisite: Construction Activity Pollution Prevention
........................................................ 31
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 31
SS Prerequisite: Environmental Site Assessment
.......................................................................... 32
Schools, Healthcare
...............................................................................................
........................ 32
SS Credit: Site Assessment
...............................................................................................
................ 33
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 33
SS Credit: Site Development—Protect or Restore Habitat
............................................................. 34
6. NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 34
SS Credit: Open Space
...............................................................................................
........................ 36
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 36
SS Credit: Rainwater Management
...............................................................................................
.... 37
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 37
SS Credit: Heat Island Reduction
...............................................................................................
....... 39
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 39
SS Credit: Light Pollution
Reduction................................................................................
................ 41
7. NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 41
SS Credit: Site Master Plan
...............................................................................................
................. 45
Schools
...............................................................................................
............................................ 45
SS Credit: Tenant Design and Construction Guidelines
................................................................ 46
CS
...............................................................................................
.................................................... 46
SS Credit: Places of Respite
...............................................................................................
............... 47
Healthcare
...............................................................................................
....................................... 47
SS Credit: Direct Exterior Access
...............................................................................................
...... 48
Healthcare
...............................................................................................
....................................... 48
SS Credit: Joint Use of Facilities
...............................................................................................
....... 49
8. Schools
...............................................................................................
............................................ 49
WATER EFFICIENCY (WE)
........................................................................... 51
WE Prerequisite: Outdoor Water Use Reduction
............................................................................ 51
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 51
WE Prerequisite: Indoor Water Use Reduction
............................................................................... 52
NC, CS, Schools, NC-Retail, Data Centers, Warehouses &
Distribution Centers, NC-Hospitality,
Healthcare
...............................................................................................
....................................... 52
WE Prerequisite: Building-Level Water Metering
............................................................................ 55
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 55
WE Credit: Outdoor Water Use Reduction
....................................................................................... 56
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
9. ...............................................................................................
......................................................... 56
WE Credit: Indoor Water Use Reduction
.......................................................................................... 57
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
NC, CS, Schools, NC-Retail, Data Centers, Warehouses &
Distribution Centers, NC-Hospitality,
Healthcare
...............................................................................................
....................................... 57
WE Credit: Cooling Tower Water Use
...............................................................................................
60
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare,
...............................................................................................
......................................................... 60
WE Credit: Water Metering
...............................................................................................
................. 62
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 62
10. ENERGY AND ATMOSPHERE
......................................................................... 64
EA Prerequisite: Fundamental Commissioning and Verification
.................................................. 64
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 64
EA Prerequisite: Minimum Energy Performance
............................................................................. 66
NC, CS, Schools, Retail, Warehouses & Distribution Centers,
Hospitality, Healthcare ................ 66
Data Centers
...............................................................................................
................................... 67
EA Prerequisite: Building-Level Energy Metering
........................................................................... 69
NC, Schools, Retail, Data Centers, Warehouses & Distribution
Centers, Hospitality, Healthcare 69
CS
...............................................................................................
.................................................... 69
EA Prerequisite: Fundamental Refrigerant Management
............................................................... 70
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 70
11. EA Credit: Enhanced Commissioning
..............................................................................................
71
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 71
EA Credit: Optimize Energy Performance
........................................................................................ 74
NC, CS, Schools, Retail, Warehouses & Distribution Centers,
Hospitality, Healthcare ................ 74
Data Centers
...............................................................................................
................................... 76
EA Credit: Advanced Energy Metering
.............................................................................................
77
NC, Schools, Retail, Data Centers, Warehouses & Distribution
Centers, Hospitality, Healthcare 77
CS
...............................................................................................
.................................................... 77
EA Credit: Demand Response
...............................................................................................
............ 79
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 79
EA Credit: Renewable Energy Production
12. ....................................................................................... 80
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 80
EA Credit: Enhanced Refrigerant Management
............................................................................... 82
NC, CS, Schools, Data Centers, Warehouses & Distribution
Centers, Hospitality, Healthcare .... 82
Retail NC
...............................................................................................
......................................... 83
EA Credit: Green Power and Carbon Offsets
.................................................................................. 85
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
......................................................... 85
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
MATERIALS AND RESOURCES (MR)
.............................................................. 86
MR Prerequisite: Storage and Collection of Recyclables
.............................................................. 86
NC, CS, Schools, Data Centers, Warehouses & Distribution
13. Centers, Hospitality NC, Healthcare86
Retail NC
...............................................................................................
......................................... 86
MR Prerequisite: Construction and Demolition Waste
Management Planning ........................... 87
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality NC,
Healthcare
...............................................................................................
....................................... 87
MR Prerequisite: PBT Source Reduction—Mercury
....................................................................... 88
Healthcare
...............................................................................................
....................................... 88
MR Credit: Building Life-Cycle Impact Reduction
........................................................................... 90
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality NC,
Healthcare
...............................................................................................
....................................... 90
MR Credit: Building Product Disclosure and Optimization—
Environmental Product Declarations
...............................................................................................
............................................................... 93
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
14. ...............................................................................................
......................................................... 93
MR Credit: Building Product Disclosure and Optimization –
Sourcing of Raw Materials .......... 95
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality NC,
Healthcare
...............................................................................................
....................................... 95
MR Credit: Building Product Disclosure and Optimization –
Material Ingredients ..................... 97
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality NC,
Healthcare
...............................................................................................
....................................... 97
MR Credit: PBT Source Reduction—Mercury
................................................................................ 100
Healthcare
...............................................................................................
..................................... 100
MR Credit: PBT Source Reduction—Lead, Cadmium, and
Copper ............................................. 102
Healthcare
...............................................................................................
..................................... 102
MR Credit: Furniture and Medical Furnishings
............................................................................. 103
Healthcare
...............................................................................................
..................................... 103
15. MR Credit: Design for Flexibility
...............................................................................................
...... 105
Healthcare
...............................................................................................
..................................... 105
MR Credit: Construction and Demolition Waste Management
.................................................... 106
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality NC,
Healthcare
...............................................................................................
..................................... 106
INDOOR ENVIRONMENTAL QUALITY (EQ)
.................................................... 107
EQ Prerequisite: Minimum Indoor Air Quality Performance
........................................................ 107
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality .......... 107
Healthcare
............................................................................... ................
..................................... 109
EQ Prerequisite: Environmental Tobacco Smoke Control
........................................................... 111
NC, CS, Retail, Data Centers, Warehouses & Distribution
Centers, Hospitality, Healthcare ...... 111
Schools
...............................................................................................
.......................................... 112
16. Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
EQ Prerequisite: Minimum Acoustic Performance
....................................................................... 113
Schools
...............................................................................................
.......................................... 113
EQ Credit: Enhanced Indoor Air Quality Strategies
...................................................................... 115
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
....................................................... 115
EQ Credit: Low-Emitting Materials
...............................................................................................
... 118
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
....................................................... 118
EQ Credit: Construction Indoor Air Quality Management Plan
................................................... 123
NC, CS, Schools, Retail, Data Centers, Warehouses &
Distribution Centers, Hospitality .......... 123
Healthcare
...............................................................................................
..................................... 123
19. Distribution Centers, Hospitality, Healthcare
...............................................................................................
....................................................... 141
IN Credit: LEED Accredited Professional
....................................................................................... 143
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
....................................................... 143
REGIONAL PRIORITY (RP)
......................................................................... 144
NC, CS, Schools, Retail NC, Data Centers, Warehouses &
Distribution Centers, Hospitality, Healthcare
...............................................................................................
....................................................... 144
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
APPENDICES
............................................................................................
145
Appendix 1. Use Types and Categories
.........................................................................................
145
20. Appendix 2. Default Occupancy Counts
........................................................................................ 146
Appendix 3. Retail Process Load Baselines
.................................................................................. 147
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
PREREQUISITE: INTEGRATIVE PROJECT PLANNING AND
DESIGN
Required
This prerequisite applies to:
Intent
Maximize opportunities for integrated, cost-effective adoption
of green design and construction strategies,
emphasizing human health as a fundamental evaluative criterion
for building design, construction and
operational strategies. Utilize innovative approaches and
techniques for green design and construction.
Requirements
HEALTHCARE
21. Use cross-discipline design and decision making, beginning in
the programming and pre-design phase. At a
minimum, ensure the following process:
Owner’s Project Requirements Document. Prepare an Owner’s
Project Requirements (OPR) document.
Develop a health mission statement and incorporate it in the
OPR. The health mission statement must
address "triple bottom line" values—economic, environmental
and social. Include goals and strategies to
safeguard the health of building occupants, the local community
and the global environment, while creating a
high-performance healing environment for the building’s
patients, caregivers and staff.
Preliminary Rating Goals. As early as practical and preferably
before schematic design, conduct a
preliminary LEED meeting with a minimum of four key project
team members and the owner or owner’s
representative. As part of the meeting, create a LEED® action
plan that, at a minimum:
Silver, Gold, or Platinum);
level; and
fies the responsible parties to ensure the LEED
requirements for each prerequisite and selected
credit are met.
Integrated Project Team. Assemble an integrated project team
22. and include as many of the following
professionals as feasible (minimum of four), in addition to the
owner or owner’s representative.
manager
designer
mmunications
designer
performance testing
agents
24. appropriate to the specific
project type
Design Charrette. As early as practical and preferably before
schematic design, conduct a minimum
four-hour , integrated design charrette with the project team as
defined above. The goal is to optimize the
integration of green strategies across all aspects of building
design, construction and operations, drawing
on the expertise of all participants.
10
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
CREDIT: INTEGRATIVE PROCESS
BD&C
1 point
This credit applies to
25. Data Centers
Intent
To support high-performance, cost-effective project outcomes
through an early analysis of the
interrelationships among systems.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Beginning in pre-design and continuing throughout the design
phases, identify and use opportunities to
achieve synergies across disciplines and building systems. Use
the analyses described below to inform
the owner’s project requirements (OPR), basis of design (BOD),
design documents, and construction
documents.
Energy-Related Systems
26. Discovery: Perform a preliminary “simple box” energy
modeling analysis before the completion of
schematic design that explores how to reduce energy loads in
the building and accomplish related
sustainability goals by questioning default assumptions. Assess
at least two potential strategies
associated with the following:
landscaping, and adjacent site
conditions.
affect HVAC sizing, energy
consumption, lighting, and renewable energy opportunities.
-
to-wall ratios, glazing
characteristics, shading, and window operability.
lighting levels in occupied
spaces.
al comfort ranges. Assess thermal comfort range
options.
process loads through
programmatic solutions (e.g., equipment and purchasing
policies, layout options).
ameters. Assess
multifunctioning spaces, operating
schedules, space allotment per person, teleworking, reduction of
27. building area, and
anticipated operations and maintenance.
Implementation: Document how the above analysis informed
design and building form decisions in
the project’s OPR and BOD and the eventual design of the
project, including the following, as
applicable:
11
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
orientations;
systems (e.g., HVAC, lighting, controls,
Exterior materials, interior finishes, and functional program
elements); and
AND
Water-Related Systems
Discovery: Perform a preliminary water budget analysis before
28. the completion of schematic design that
explores how to reduce potable water loads in the building and
accomplish related sustainability goals.
Assess and estimate the project’s potential nonpotable water
supply sources and water demand volumes,
including the following:
case demand volumes, calculated
in accordance with WE Prerequisite Indoor Water Use
Reduction.
case demand volume calculated
in accordance with WE Credit Outdoor Water-Use Reduction.
ndry, cooling
tower, and other equipment demand
volumes, as applicable.
source volumes, such as on-
site rainwater and graywater, municipally supplied nonpotable
water, and HVAC equipment
condensate.
Implementation: Document how the above analysis informed
building and site design decisions in
the project’s OPR and BOD. Demonstrate how at least one on-
site nonpotable water supply source
was analyzed to reduce the burden on municipal supply or
wastewater treatment systems by
contributing to at least two of the water demand components
listed above. Demonstrate how the
29. analysis informed the design of the project, including the
following, as applicable:
onveyance and/or on-site treatment systems;
12
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LOCATION AND TRANSPORATION (LT)
LT CREDIT: LEED FOR NEIGHBORHOOD DEVELOPMENT
LOCATION
BD&C
3–16 points
This credit applies to
–16 points)
30. (8–20 points)
–15 points)
–16 points)
–16 points)
–16 points)
–16 points)
–9 points)
Intent
To avoid development on inappropriate sites. To reduce vehicle
distance traveled. To enhance livability
and improve human health by encouraging daily physical
activity.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Locate the project within the boundary of a development
certified under LEED for Neighborhood
Development (Stage 2 or Stage 3 under the Pilot or 2009 rating
31. systems, Certified Plan or Certified
Project under the LEED v4 rating system).
Projects attempting this credit are not eligible to earn points
under other Location and Transportation
credits.
Table 1. Points for LEED ND location.
Certification level Points BD&C
Points
BD&C (Core
and Shell)
Points BD&C
(Schools)
Points
BD&C
(Healthcare)
Certified 8 8 8 5
Silver 10 12 10 6
Gold 12 16 12 7
Platinum 16 20 15 9
32. 13
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: SENSITIVE LAND PROTECTION
BD&C
1-2 points
This credit applies to
Intent
To avoid the development of environmentally sensitive lands
and reduce the environmental impact from
the location of a building on a site.
Requirements
33. NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Option 1.
Locate the development footprint on land that has been
previously developed.
OR
Option 2.
Locate the development footprint on land that has been
previously developed or that does not meet the
following criteria for sensitive land:
farmland of statewide or local importance as
defined by the U.S. Code of Federal Regulations, Title 7,
Volume 6, Parts 400 to 699, Section
657.5 (or local equivalent for projects outside the U.S.) and
identified in a state Natural
Resources Conservation Service soil survey (or local equivalent
for projects outside the U.S.).
flood hazard map or otherwise
legally designated by the local jurisdiction or the state. For
projects in places without legally
adopted flood hazard maps or legal designations, locate on a
site that is entirely outside any
floodplain subject to a 1% or greater chance of flooding in any
given year.
bitat. Land identified as habitat for the following:
34. o species listed as threatened or endangered under the U.S.
Endangered Species Act or
the state’s endangered species act, or
o species or ecological communities classified by NatureServe
as GH (possibly extinct), G1
(critically imperiled), or G2 (imperiled), or
o species listed as threatened or endangered specifies under
local equivalent standards
(for projects outside the U.S.) that are not covered by
NatureServe data.
on or within 100 feet (30 meters) of a
water body, except for minor
improvements.
wetland, except for minor improvements.
Minor improvements within the wetland and water body buffers
may be undertaken to enhance
appreciation of them, provided such facilities are open all
building users. Only the following improvements
are considered minor:
14
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
e and pedestrian pathways no more than 12 feet wide
(3.5 meters), of which no more than
35. 8 feet (2.5 meters) may be impervious;
and/or natural hydrology;
-story structure per 300 linear feet (90 linear
meters) on average, not exceeding 500
square feet (45 square meters);
meters) on average, not exceeding 500
square feet (45 square meters) each;
o Hazardous trees, up to 75% of dead trees
o Trees less than 6 inches (150 millimeters) diameter at breast
height
o Up to 20% of trees more than 6 inches (150 millimeters)
diameter at breast height with a
condition rating of 40% or higher.
o Trees under 40% condition rating
The condition rating must be based on an assessment by an
arborist certified by the International
Society of Arboriculture (ISA) using ISA standard measures, or
local equivalent for projects
outside the U.S.
36. 15
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: HIGH-PRIORITY SITE
BD&C
2-3 points
This credit applies to
-2 points)
-3 points)
-2 points)
-2 points)
-2 points)
-2 points)
-2 points)
-2 points)
Intent
To encourage project location in areas with development
constraints and promote the health of the
surrounding area.
Requirements
37. NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Option 1. Historic District (1 point BD&C except Core and
Shell, 2 points Core and Shell)
Locate the project on an infill location in a historic district.
OR
Option 2. Priority Designation (1 point BD&C except Core and
Shell, 2 points Core and Shell)
Locate the project on one of the following:
the Treasury Community Development
Financial Institutions Fund Qualified Low-
Income Community (a subset of the New Markets Tax Credit
Program);
38. Development’s Qualified Census Tract (QCT)
or Difficult Development Area (DDA); or
for projects outside the U.S.
OR
Option 3. Brownfield Remediation (2 points BD&C except Core
and Shell, 3 points Core and Shell)
Locate on a brownfield where soil or groundwater
contamination has been identified, and where the
local, state, or national authority (whichever has jurisdiction)
requires its remediation. Perform
remediation to the satisfaction of that authority.
16
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: SURROUNDING DENSITY AND DIVERSE
USES
BD&C
1–6 points
This credit applies to
–5 points)
–6 points)
39. –5 points)
etail (1–5 points)
–5 points)
–5 points)
–5 points)
Intent
To conserve land and protect farmland and wildlife habitat by
encouraging development in areas with
existing infrastructure. To promote walkability, and
transportation efficiency and reduce vehicle distance
traveled. To improve public health by encouraging daily
physical activity.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
HOSPITALITY
Option 1. Surrounding Density (2–3 points BD&C except Core
and Shell, 2-4 points Core and
Shell)
Locate on a site whose surrounding existing density within a ¼-
mile (400-meter) radius of the project
40. boundary meets the values in Table 1. Use either the “separate
residential and nonresidential densities”
or the “combined density” values.
Table 1a. Points for average density within 1/4 mile of project
(IP units)
Combined
density
Separate residential and nonresidential
densities
Points
BD&C
(except
Core
and
Shell)
Points
BD&C
(Core
and
Shell)
Square feet per
acre of buildable
land
Residential
41. density (DU/acre)
Nonresidential
density (FAR)
22,000 7 0.5 2 2
35,000 12 0.8 3 4
Table 1b. Points for average density within 400 meters of
project (SI units)
Combined
density
Separate residential and nonresidential
densities
Points
BD&C
(except
Core
Points
BD&C
17
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
42. and
Shell)
(Core
and
Shell)
Square meters
per hectare of
buildable land
Residential
density
(DU/hectare)
Nonresidential
density (FAR)
5,050 17.5 0.5 2 2
8,035 30 0.8 3 4
DU = dwelling unit; FAR = floor-area ratio.
Schools only
Physical education spaces that are part of the project site, such
as playing fields and associated buildings
used during sporting events only (e.g., concession stands) and
playgrounds with play equipment, are
43. excluded from the development density calculations.
AND/OR
Option 2. Diverse Uses (1–2 points)
Construct or renovate a building or a space within a building
such that the building’s main entrance is
within a ½-mile (800-meter) walking distance of the main
entrance of four to seven (1 point) or eight or
more (2 points) existing and publicly available diverse uses
(listed in Appendix 1).
The following restrictions apply.
counted only once even if it sells
products in several categories).
if five restaurants are within
walking distance, only two may be counted).
categories, exclusive of the building’s
primary use.
WAREHOUSES & DISTRIBUTION CENTERS
Option 1. Development and Adjacency (2–3 points)
Construct or renovate the project on a previously developed site
that was used for industrial or
44. commercial purposes. (2 points).
OR
Construct or renovate the project on a site that is both a
previously developed and an adjacent site. The
adjacent sites must be currently used for industrial or
commercial purposes (3 points).
AND/OR
Option 2. Transportation Resources (1–2 points)
Construct or renovate the project on a site that has two or three
(1 point) or four (2 points) of the following
transportation resources:
-mile (16 kilometer) driving distance of
a main logistics hub, defined as an
airport, seaport, intermodal facility, or freight village with
intermodal transportation.
-mile (1600-meter) driving distance of
an on-off ramp to a highway.
18
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
-mile (1600-meter) driving distance of
an access point to an active freight rail
line.
45. In all cases, a planned transportation resource must be sited,
funded, and under construction by the date
of the certificate of occupancy and complete within 24 months
of that date.
HEALTHCARE
Option 1. Surrounding Density (1 point)
Locate on a site whose surrounding existing density within a ¼-
mile (400-meter) radius of the project
boundary is:
1. At least 7 dwelling units per acre (17.5 DU per hectare) with
a 0.5 floor-area ratio. The
counted density must be existing density, not zoned density, or
2. At least 22,000 square feet per acre (5 050 square meters per
hectare) of buildable land.
For previously developed existing rural healthcare campus sites,
achieve a minimum development
density of 30,000 square feet per acre (6890 square meters per
hectare).
OR
Option 2. Diverse Uses (1 point)
Construct or renovate a building on a site such that the
building’s main entrance is within a ½-mile (800-
meter) walking distance of the main entrance of at least seven
46. operational and publicly accessible uses
(listed in Appendix 1).
The following restrictions apply.
may be counted only once even if it
sells products in several categories).
if five restaurants are within
walking distance, only two may be counted).
categories, exclusive of the building’s
primary use.
19
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: ACCESS TO QUALITY TRANSIT
BD&C
1–6 points
This credit applies to
–5 points)
–6 points)
47. –4 points)
–5 points)
ution Centers (1–5 points)
–5 points)
–5 points)
–2 points)
Intent
To encourage development in locations shown to have
multimodal transportation choices or otherwise
reduced motor vehicle use, thereby reducing greenhouse gas
emissions, air pollution, and other
environmental and public health harms associated with motor
vehicle use.
Requirements
NC, CS, DATA CENTERS, WAREHOUSES & DISTRIBUTION
CENTERS, HOSPITALITY, RETAIL
Locate any functional entry of the project within a ¼-mile (400-
meter) walking distance of existing or
planned bus, streetcar, or rideshare stops, or within a ½-mile
(800-meter) walking distance of existing or
planned bus rapid transit stops, light or heavy rail stations,
commuter rail stations, or commuter ferry
48. terminals. The transit service at those stops and stations in
aggregate must meet the minimums listed in
Tables 1 and 2. Planned stops and stations may count if they are
sited, funded, and under construction
by the date of the certificate of occupancy and are complete
within 24 months of that date.
Both weekday and weekend trip minimums must be met.
(service in opposite directions).
ualifying transit route, only trips in one direction
are counted towards the threshold.
required walking distance, only trips from
one stop are counted towards the threshold.
Table 1. Minimum daily transit service for projects with
multiple transit types (bus, streetcar, rail,
or ferry)
Weekday
trips
Weekend
trips
Points BD&C
(except Core
and Shell)
Points BD&C (Core
49. and shell
72 40 1 1
144 108 3 3
360 216 5 6
Table 2. Minimum daily transit service for projects with
commuter rail or ferry service only
Weekday trips Weekend trips Points
24 6 1
40 8 2
20
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
60 12 3
Projects served by two or more transit routes such that no one
route provides more than 60% of the
documented levels may earn one additional point, up to the
maximum number of points.
If existing transit service is temporarily rerouted outside the
required distances for less than two years, the
50. project may meet the requirements, provided the local transit
agency has committed to restoring the
routes with service at or above the prior level.
SCHOOLS
Option 1. Transit-Served Location (1–4 points)
Locate any functional entry of the project within a ¼-mile (400-
meter) walking distance of existing or
planned bus, streetcar, or rideshare stops, or within a ½-mile
(800-meter) walking distance of existing or
planned bus rapid transit stops, light or heavy rail stations,
commuter rail stations or commuter ferry
terminals. The transit service at those stops and stations must
meet the minimums listed in Tables 1 and
2. Planned stops and stations may count if they are sited,
funded, and under construction by the date of
the certificate of occupancy and are complete within 24 months
of that date.
(service in opposite directions).
direction
are counted towards the threshold.
required walking distance, only trips from
one stop are counted towards the threshold.
51. Table 1. Minimum daily transit service for projects with
multiple transit types (bus, streetcar, rail,
or ferry)
Weekday trips Points
72 1
144 2
360 4
Table 2. Minimum daily transit service for projects with
commuter rail or ferry service only
Weekday trips Points
24 1
40 2
60 3
Projects served by two or more transit routes such that no one
route provides more than 60% of the
prescribed levels may earn one additional point, up to the
maximum number of points.
If existing transit service is temporarily rerouted outside the
required distances for less than two years, the
project may meet the requirements, provided the local transit
agency has committed to restoring the
routes with service at or above the prior level.
52. OR
Option 2. Pedestrian Access (1–4 points)
Show that the project has an attendance boundary such that the
specified percentages of students live
within no more than a 3/4-mile (1200-meter) walking distance
(for grades 8 and below, or ages 14 and
21
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
below), and 1 1/2-mile (2400-meter) walking distance (for
grades 9 and above or ages 15 and above) of a
functional entry of a school building. Points are awarded
according to Table 3.
Table 3. Points for student population within walking distance
In addition, locate the project on a site that allows pedestrian
access to the site from all residential
neighborhoods that house the planned student population.
HEALTHCARE
Locate any functional entry of the project within a ¼-mile (400-
meter) walking distance of existing or
53. planned bus, streetcar, or rideshare stops, or within a ½-mile
(800-meter) walking distance of existing or
planned bus rapid transit stops, light or heavy rail stations,
commuter rail stations or commuter ferry
terminals. The transit service at those stops and stations in
aggregate must meet the minimums listed in
Tables 1 and 2. Planned stops and stations may count if they are
sited, funded, and under construction
by the date of the certificate of occupancy and are complete
within 24 months of that date.
Both weekday and weekend trip minimums must be met.
(service in opposite directions).
route, only trips in one direction
are counted towards the threshold.
required walking distance, only trips from
one stop are counted towards the threshold.
Table 1. Minimum daily transit service for projects with
multiple transit types (bus, streetcar, rail,
or ferry).
Weekday trips Weekend trips Points
72 40 1
144 108 2
54. Table 2. Minimum daily transit service for projects with
commuter rail or ferry service only
Weekday trips Weekend trips Points
24 6 1
40 8 2
Projects served by two or more transit routes such that no one
route provides more than 60% of the
prescribed levels may earn one additional point, up to the
maximum number of points.
If existing transit service is temporarily rerouted outside the
required distances for less than two years, the
project may meet the requirements, provided the local transit
agency has committed to restoring the
routes with service at or above the prior level.
Percentage of students Points
50% 1
60% 2
70% or more 4
22
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
55. LT CREDIT: BICYCLE FACILITIES
BD&C
1 point
This credit applies to
Core & Shell (1 point)
Intent
To promote bicycling and transportation efficiency and reduce
vehicle distance traveled. To improve
public health by encouraging utilitarian and recreational
physical activity.
Requirements
NC, CS, DATA CENTERS, WAREHOUSES & DISTRIBUTION
56. CENTERS, HOSPITALITY
Bicycle Network
Design or locate the project such that a functional entry or
bicycle storage is within a 200-yard (180-
meter) walking distance or bicycling distance from a bicycle
network that connects to at least one of the
following:
is 50% or more residential; or
rail station, or ferry terminal.
All destinations must be within a 3-mile (4800-meter) bicycling
distance of the project boundary.
Planned bicycle trails or lanes may be counted if they are fully
funded by the date of the certificate of
occupancy and are scheduled for completion within one year of
that date.
Bicycle Storage and Shower Rooms
Case 1. Commercial or Institutional Projects
Provide short-term bicycle storage for at least 2.5% of all peak
visitors, but no fewer than four storage
spaces per building.
Provide long-term bicycle storage for at least 5% of all regular
building occupants, but no fewer than four
storage spaces per building in addition to the short-term bicycle
57. storage spaces.
Provide at least one on-site shower with changing facility for
the first 100 regular building occupants and
one additional shower for every 150 regular building occupants
thereafter.
Case 2. Residential Projects
Provide short-term bicycle storage for at least 2.5% of all peak
visitors but no fewer than four storage
spaces per building.
Provide long-term bicycle storage for at least 30% of all regular
building occupants, but no less than one
storage space per residential unit.
23
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Case 3. Mixed-Use Projects
Meet the Case 1 and Case 2 storage requirements for the
nonresidential and residential portions of the
project, respectively.
For All Projects
Short-term bicycle storage must be within 100 feet (30 meters)
walking distance of any main entrance.
Long-term bicycle storage must be within 100 feet (30 meters)
walking distance of any functional entry.
Bicycle storage capacity may not be double-counted: storage
58. that is fully allocated to the occupants of
nonproject facilities cannot also serve project occupants.
Core & Shell projects should refer to Appendix 2, Default
Occupancy Counts, for occupancy count
requirements and guidance.
SCHOOLS
Bicycle Network
Design or locate the project such that a functional entry and/or
bicycle storage is within a 200-yard (180-
meter) walking distance or bicycling distance of a bicycle
network that connects to at least one of the
following:
rail station, or ferry terminal.
All destinations must be within a 3-mile (4800-meter) bicycling
distance of the project boundary.
Provide dedicated bicycle lanes that extend at least to the end of
the school property with no barriers
(e.g., fences) on school property.
Planned bicycle trails or lanes may be counted if they are fully
funded by the date of the certificate of
occupancy and are scheduled for completion within one year of
that date.
Bicycle Storage and Shower Rooms
Provide long-term bicycle storage for at least 5% of all regular
59. building occupants (excluding students
grade 3 and younger), but no fewer than four storage spaces per
building.
Provide at least one on-site shower with changing facility for
the first 100 regular building occupants
(excluding students) and one additional shower for every 150
regular building occupants (excluding
students) thereafter.
Long-term storage spaces must be easily accessible to occupants
and be within 100 feet (30 meters)
walking distance of any main entrance.
Bicycle storage capacity may not be double-counted: storage
that is fully allocated to the occupants of
nonproject facilities cannot also serve project occupants.
RETAIL
Bicycle Network
Design or locate the project such that a functional entry and/or
bicycle storage is within a 200-yard (180-
meter) walking distance or bicycling distance of a bicycle
network that connects to at least one of the
following:
ight or heavy rail station, commuter
rail station, or ferry terminal.
All destinations must be within a 3-mile (4800-meter) bicycling
distance of the project boundary.
60. 24
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Planned bicycle trails or lanes may be counted if they are fully
funded by the date of the certificate of
occupancy and are scheduled for completion within one year of
that date.
Bicycle Storage and Shower Rooms
Provide at least two short-term bicycle storage spaces for every
5,000 square feet (465 square meters),
but no fewer than two storage spaces per building.
Provide long-term bicycle storage for at least 5% of regular
building occupants, but no fewer than two
storage spaces per building in addition to the short-term bicycle
storage spaces.
Provide at least one on-site shower with changing facility for
the first 100 regular building occupants and
one additional shower for every 150 regular building occupants
thereafter.
Short-term bicycle storage must be within 100 feet (30 meters)
walking distance of any main entrance.
Long-term bicycle storage must be within 100 feet (30 meters)
walking distance of any functional entry.
Bicycle storage capacity may not be double-counted: storage
61. that is fully allocated to the occupants of
nonproject facilities cannot also serve project occupants.
Provide a bicycle maintenance program for employees or
bicycle route assistance for employees and
customers. Route assistance must be provided in a manner
easily accessible to both employees and
customers.
For projects that are part of a multitenant complex only: If
bicycle storage spaces have been provided in
the complex in which the project is located, determine the
number of spaces that may be attributed to the
project by dividing the project’s floor area by the total floor
area of the development (buildings only) and
multiplying the percentage result by the total number of spaces.
If this number does not meet the credit
requirement, the project must provide additional bicycle
storage.
HEALTHCARE
Bicycle Network
Design or locate the project such that a functional entry and/or
bicycle storage is within a 200-yard (180-
meter) walking distance or bicycling distance of a bicycle
network that connects to at least one of the
following:
rail station, or ferry terminal.
All destinations must be within a 3-mile (4800-meter) bicycling
62. distance of the project boundary.
Planned bicycle trails or lanes may be counted if they are fully
funded by the date of the certificate of
occupancy and are scheduled for completion within one year of
that date.
Bicycle Storage and Shower Rooms
Case 1. Commercial or Institutional Projects
Provide short-term bicycle storage for at least 2.5% of all peak
visitors, but no fewer than four storage
spaces per building.
Provide long-term bicycle storage for at least 5% of regular
building occupants (excluding patients), but
no fewer than four storage spaces per building in addition to the
short-term bicycle storage spaces.
Provide at least one on-site shower with changing facility for
the first 100 regular building occupants
(excluding patients) and one additional shower for every 150
regular building occupants thereafter.
25
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Case 2. Residential Projects
Provide secure, enclosed bicycle storage for at least 30% of all
regular building occupants (excluding
patients) measured at peak periods, but no less than one storage
63. space per residential unit.
For All Projects
Short-term bicycle storage must be within 100 feet (30 meters)
walking distance of any main entrance.
Long-term bicycle storage must be within 100 feet (30 meters)
walking distance of any functional entry.
Bicycle storage capacity may not be double counted: storage
that is fully allocated to the occupants of
nonproject facilities cannot also serve project occupants.
26
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: REDUCED PARKING FOOTPRINT
BD&C
1 point
This credit applies to
64. Intent
To minimize the environmental harms associated with parking
facilities, including automobile
dependence, land consumption, and rainwater runoff.
Requirements
NC, CS, RETAIL, SCHOOLS, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Do not exceed the minimum local code requirements for parking
capacity.
Provide parking capacity that is a percentage reduction below
the base ratios recommended by the
Parking Consultants Council, as shown in the Institute of
Transportation Engineers’ Transportation
Planning Handbook, 3rd edition, Tables 18-2 through 18-4.
65. Case 1. Baseline Location
Projects that have not earned points under LT Credit
Surrounding Density and Diverse Uses or LT Credit
Access to Quality Transit must achieve a 20% reduction from
the base ratios.
Case 2. Dense and/or Transit-Served Location
Projects earning 1 or more points under either LT Credit
Surrounding Density and Diverse Uses or LT
Credit Access to Quality Transit must achieve a 40% reduction
from the base ratios.
For All Projects
The credit calculations must include all existing and new off-
street parking spaces that are leased or
owned by the project, including parking that is outside the
project boundary but is used by the
project. On-street parking in public rights-of-way is excluded
from these calculations.
For projects that use pooled parking, calculate compliance using
the project’s share of the pooled
parking.
Provide preferred parking for carpools for 5% of the total
parking spaces after reductions are made from
the base ratios. Preferred parking is not required if no off-street
parking is provided.
66. 27
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Mixed-use projects should determine the percentage reduction
by first aggregating the parking amount of
each use (as specified by the base ratios) and then determining
the percentage reduction from the
aggregated parking amount.
Do not count parking spaces for fleet and inventory vehicles
unless these vehicles are regularly used by
employees for commuting as well as business purposes.
28
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LT CREDIT: GREEN VEHICLES
BD&C
1 point
This credit applies to
67. Intent
To reduce pollution by promoting alternatives to conventionally
fueled automobiles.
Requirements
NC, CS, DATA CENTERS, HOSPITALITY. RETAIL,
HEALTHCARE
Designate 5% of all parking spaces used by the project as
preferred parking for green vehicles. Clearly
identify and enforce for sole use by green vehicles. Distribute
preferred parking spaces proportionally
among various parking sections (e.g. between short-term and
long-term spaces).
Green vehicles must achieve a minimum green score of 45 on
the American Council for an Energy
Efficient Economy (ACEEE) annual vehicle rating guide (or
local equivalent for projects outside the U.S.).
A discounted parking rate of at least 20% for green vehicles is
an acceptable substitute for preferred
68. parking spaces. The discounted rate must be publicly posted at
the entrance of the parking area and
permanently available to every qualifying vehicle.
In addition to preferred parking for green vehicles, meet one of
the following two options for alternative-
fuel fueling stations:
Option 1. Electric Vehicle Charging
Install electrical vehicle supply equipment (EVSE) in 2% of all
parking spaces used by the project.
Clearly identify and reserve these spaces for the sole use by
plug-in electric vehicles. EVSE parking
spaces must be provided in addition to preferred parking spaces
for green vehicles.
The EVSE must:
– 240 volts) or
greater.
electrical connectors, such as SAE
Surface Vehicle Recommended Practice J1772, SAE Electric
Vehicle Conductive Charge
Coupler or IEC 62196 of the International Electrotechnical
Commission for projects outside the
U.S.
le and be capable of
participating in a demand-response
program or time-of-use pricing to encourage off-peak charging.
OR
69. Option 2. Liquid, gas, or battery facilities
29
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Install liquid or gas alternative fuel fueling facilities or a
battery switching station capable of refueling a
number of vehicles per day equal to at least 2% of all parking
spaces.
SCHOOLS
Option 1: Green passenger vehicles
Designate 5% of all parking spaces used by the project as
preferred parking for green vehicles. Clearly
identify and enforce for sole use by green vehicles. Distribute
preferred parking spaces proportionally
among various parking sections (e.g. between short-term and
long-term spaces).
Green vehicles must achieve a minimum green score of 45 on
the American Council for an Energy
Efficient Economy (ACEEE) annual vehicle rating guide (or
local equivalent for projects outside the U.S.
A discounted parking rate of at least 20% for green vehicles is
an acceptable substitute for preferred
parking spaces. The discounted rate must be publicly posted at
the entrance of the parking area and
70. permanently available to every qualifying vehicle.
In addition to preferred parking for green vehicles, meet one of
the following two options for alternative-
fuel fueling stations:
Path 1. Electric Vehicle Charging
Install electrical vehicle supply equipment (EVSE) in 2% of all
parking spaces used by the project.
Clearly identify and reserve these spaces for the sole use by
plug-in electric vehicles. EVSE parking
spaces must be provided in addition to preferred parking spaces
for green vehicles.
The EVSE must:
208 – 240 volts) or
greater.
electrical connectors, such as SAE
Surface Vehicle Recommended Practice J1772, SAE Electric
Vehicle Conductive Charge
Coupler or IEC 62196 of the International Electrotechnical
Commission for projects outside the
U.S.
participating in a demand-response
program or time-of-use pricing to encourage off-peak charging.
OR
Path 2. Liquid, gas, or battery facilities
71. Install liquid or gas alternative fuel fueling facilities or a
battery switching station capable of refueling a
number of vehicles per day equal to at least 2% of all parking
spaces.
OR
Option 2: Green buses or school-owned vehicles
Develop and implement a plan for every bus serving the school
to meet the following emissions standards
within seven years of the building certificate of occupancy:
brake horsepower-hour; and
horsepower-hour.
Emission standards must be met for each bus and not by an
average of the entire fleet serving the
school.
30
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Develop and implement a plan for 100% of all other (non-bus)
vehicles owned or leased to serve the
school to be green vehicles. Green vehicles must achieve a
minimum green score of 45 on the American
72. Council for an Energy Efficient Economy (ACEEE) annual
vehicle rating guide (or local equivalent for
projects outside the U.S).
WAREHOUSES & DISTRIBUTION CENTERS
Option 1. Alternative-Fuel Vehicles (1 point)
Provide an on-site fleet with at least one yard tractor that is
powered by electricity, propane, or natural
gas. Provide on-site charging or refueling stations for the
vehicles. Liquid or gas refueling stations must
be separately ventilated or located outdoors.
OR
Option 2. Reduced Truck Idling (1 point)
Provide an electrical connection for at least 50% of all dock
door locations to limit truck idling at the dock.
31
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SUSTAINABLE SITES (SS)
SS PREREQUISITE: CONSTRUCTION ACTIVITY
POLLUTION PREVENTION
Required
BD&C
73. This prerequisite applies to
Intent
To reduce pollution from construction activities by controlling
soil erosion, waterway sedimentation,
and airborne dust.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Create and implement an erosion and sedimentation control plan
for all construction activities
associated with the project. The plan must conform to the
erosion and sedimentation requirements of
74. the 2012 U.S. Environmental Protection Agency (EPA)
Construction General Permit (CGP) or local
equivalent, whichever is more stringent. Projects must apply the
CGP regardless of size. The plan
must describe the measures implemented.
32
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS PREREQUISITE: ENVIRONMENTAL SITE ASSESSMENT
Required
BD&C
This prerequisite applies to
Intent
To protect the health of vulnerable populations by ensuring that
the site is assessed for environmental
contamination and that any environmental contamination has
been remediated.
Requirements
SCHOOLS, HEALTHCARE
75. Conduct a Phase I Environmental Site Assessment as described
in ASTM E1527–05 (or a local
equivalent) to determine whether environmental contamination
exists at the site. If contamination is
suspected, conduct a Phase II Environmental Site Assessment as
described in ASTM E1903–11 (or a
local equivalent).
If a site is contaminated, remediate the site to meet local, state,
or national environmental protection
agency region residential (unrestricted) standards, whichever
are most stringent.
33
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: SITE ASSESSMENT
BD&C
1 point
This credit applies to
76. Intent
To assess site conditions before design to evaluate sustainable
options and inform related decisions
about site design.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Complete and document a site survey or assessment1 that
includes the following information:
slope stability risks.
streams, shorelines, rainwater
collection and reuse opportunities, TR-55 initial water storage
capacity of the site (or local
equivalent for projects outside the U.S.).
sun angles, prevailing winds,
monthly precipitation and temperature ranges.
77. significant tree mapping, threatened or
endangered species, unique habitat, invasive plant species.
delineation, U.S. Department of Agriculture
prime farmland, healthy soils, previous development, disturbed
soils (local equivalent standards
may be used for projects outside the U.S.).
adjacent properties, construction
materials with existing recycle or reuse potential.
adjacent physical activity
opportunities, proximity to major sources of air pollution.
The survey or assessment should demonstrate the relationships
between the site features and topics
listed above and how these features influenced the project
design; give the reasons for not addressing
any of those topics.
1 Components adapted from the Sustainable Sites Initiative:
Guidelines and Performance Benchmarks 2009, Prerequisite 2.1:
Site
Assessment.
34
78. Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: SITE DEVELOPMENT—PROTECT OR
RESTORE HABITAT
BD&C
1–2 points
This credit applies to
–2 points)
–2 points)
–2 points)
–2 points)
–2 points)
1–2 points)
–2 points)
Intent
To conserve existing natural areas and restore damaged areas to
provide habitat and promote
biodiversity.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
79. HEALTHCARE
Preserve and protect from all development and construction
activity 40% of the greenfield area on the site
(if such areas exist).
AND
Option 1. On-Site Restoration (2 points except Healthcare, 1
point Healthcare)
Using native or adapted vegetation, restore 30% (including the
building footprint) of all portions of the site
identified as previously disturbed. Projects that achieve a
density of 1.5 floor-area ratio may include
vegetated roof surfaces in this calculation if the plants are
native or adapted, provide habitat, and promote
biodiversity.
Restore all disturbed or compacted soils that will be revegetated
within the project’s development footprint
to meet the following requirements2:
comparable to their original function.
may not include the following:
o soils defined regionally by the Natural Resources
Conservation Service web soil survey (or
local equivalent for projects outside the U.S.) as prime
farmland, unique farmland, or
farmland of statewide or local importance; or
80. o soils from other greenfield sites, unless those soils are a
byproduct of a construction process.
categories 1–3 and meet the criteria of
either category 4 or 5:
1. organic matter;
2. compaction;
3. infiltration rates;
4. soil biological function; and
5. soil chemical characteristics.
2 Components adapted from the Sustainable Sites Initiative:
Guidelines and Performance Benchmarks 2009, Credit 7.2:
Restore
Soils Disturbed During Construction
35
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Project teams may exclude vegetated landscape areas that are
constructed to accommodate rainwater
infiltration from the vegetation and soils requirements, provided
all such rainwater infiltration areas are
treated consistently with SS Credit Rainwater Management.
Schools only:
Dedicated athletic fields that are solely for athletic uses are
exempted from the soil restoration criteria.
81. These areas may not count toward the minimum required area.
OR
Option 2. Financial Support (1 point)
Provide financial support equivalent to at least $0.40 per square
foot (US$4 per square meter) for the
total site area (including the building footprint).
Financial support must be provided to a nationally or locally
recognized land trust or conservation
organization within the same EPA Level III ecoregion or the
project’s state (or within 100 miles of the
project [160 kilometers] for projects outside the U.S.). For U.S.
projects, the land trust must be
accredited by the Land Trust Alliance.
36
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: OPEN SPACE
BD&C
1 point
This credit applies to
82. 1 point)
Intent
To create exterior open space that encourages interaction with
the environment, social interaction,
passive recreation, and physical activities.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Provide outdoor space greater than or equal to 30% of the total
site area (including building footprint). A
minimum of 25% of that outdoor space must be vegetated (turf
grass does not count as vegetation) or
have overhead vegetated canopy.
83. The outdoor space must be physically accessible and be one or
more of the following:
-oriented paving or turf area with physical site
elements that accommodate outdoor
social activities;
-oriented paving or turf area with physical site
elements that encourage physical
activity;
species that provide opportunities for
year-round visual interest;
production;
t that meets the criteria of SS
Credit Site Development—Protect or
Restore Habitat and also includes elements of human
interaction.
For projects that achieve a density of 1.5 floor-area ratio (FAR),
and are physically accessible, extensive
or intensive vegetated roofs can be used toward the minimum
25% vegetation requirement, and
qualifying roof-based physically accessible paving areas can be
used toward credit compliance.
Wetlands or naturally designed ponds may count as open space
if the side slope gradients average 1:4
(vertical : horizontal) or less and are vegetated.
84. For projects that are part of a multitenant complex only
Open space can be either adjacent to the building or at another
location in the site master plan. The
open space may be at another master plan development site as
long as it is protected from
development. If the open space is not adjacent to the building,
provide documentation showing that
the requirements have been met and the land is in a natural state
or has been returned to a natural
state and conserved for the life of the building.
37
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: RAINWATER MANAGEMENT
BD&C
1–3 points
This credit applies to
New Construction (2–3 points)
–3 points)
–3 points)
–3 points)
–3 points)
–3 points)
85. –3 points)
–2 points)
Intent
To reduce runoff volume and improve water quality by
replicating the natural hydrology and water balance
of the site, based on historical conditions and undeveloped
ecosystems in the region.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Option 1. Percentile of Rainfall Events
Path 1. 95th Percentile (2 points except Healthcare, 1 point
Healthcare)
In a manner best replicating natural site hydrology processes,
manage on site the runoff from the
developed site for the 95th percentile of regional or local
rainfall events using low-impact development
(LID) and green infrastructure.
Use daily rainfall data and the methodology in the U.S.
Environmental Protection Agency (EPA) Technical
Guidance on Implementing the Stormwater Runoff
Requirements for Federal Projects under Section 438
of the Energy Independence and Security Act to determine the
86. 95th percentile amount.
OR
Path 2. 98th Percentile (3 points except Healthcare, 2 points
Healthcare)
Achieve Path 1 but for the 98th percentile of regional or local
rainfall events, using LID and green
infrastructure.
OR
Path 3. Zero Lot Line projects only – 85th Percentile (3 points
except Healthcare, 2 points
Healthcare)
The following requirement applies to zero lot line projects in
urban areas with a minimum density of 1.5
FAR. In a manner best replicating natural site hydrology
processes, manage on site the runoff from the
developed site for the 85th percentile of regional or local
rainfall events, using LID and green
infrastructure.
OR
Option 2. Natural Land Cover Conditions (3 points except
Healthcare, 2 points Healthcare)
Manage on site the annual increase in runoff volume from the
natural land cover condition to the
postdeveloped condition.
38
87. Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Projects that are part of a multitenant complex only
The credit requirements may be met using a coordinated
approach affecting the defined project site that
is within the master plan boundary. Distributed techniques
based on a watershed approach are then
required.
39
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: HEAT ISLAND REDUCTION
BD&C
1–2 points
This credit applies to
-2 points)
-2 points)
-2 points)
-2 points)
-2 points)
nters (1-2 points)
88. -2 points)
Intent
To minimize effects on microclimates and human and wildlife
habitats by reducing heat islands.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Choose one of the following options:
Option 1. Nonroof and Roof (2 points except Healthcare, 1 point
Healthcare)
Meet the following criterion:
Area of
Nonroof
Measures
Area of High-
Reflectance Roof
Area of
89. Vegetated Roof
Total Site
Paving Area
Total Roof Area
—————
—
+ —————— + —————— ≥ +
0.5 0.75 0.75
Alternatively, an SRI and SR weighted average approach may
be used to calculate compliance.
Use any combination of the following strategies.
Nonroof Measures
shade over paving areas (including
playgrounds) on the site within 10 years of planting. Install
vegetated planters. Plants must be in
place at the time of occupancy permit and cannot include
artificial turf.
systems, such as solar thermal
collectors, photovoltaics, and wind turbines.
90. es or structures that
have a three-year aged solar
reflectance (SR) value of at least 0.28. If three-year aged value
information is not available, use
materials with an initial SR of at least 0.33 at installation,
res.
-year aged solar reflectance
(SR) value of at least 0.28. If three-
year aged value information is not available, use materials with
an initial SR of at least 0.33 at
installation.
-grid pavement system (at least 50% unbound).
40
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
High-Reflectance Roof
Use roofing materials that have an SRI equal to or greater than
the values in Table 1. Meet the three-year
aged SRI value. If three-year aged value information is not
available, use materials that meet the initial
SRI value.
Table 1. Minimum solar reflectance index value, by roof slope
Slope Initial SRI
91. 3-year
aged SRI
Low-sloped roof
≤ 2:12
82
64
Steep-sloped roof
> 2:12
39
32
Vegetated Roof
Install a vegetated roof.
OR
Option 2. Parking under Cover (1 point)
Place a minimum of 75% of parking spaces under cover. Any
roof used to shade or cover parking must
(1) have a three-year aged SRI of at least 32 (if three-year aged
92. value information is not available, use
materials with an initial SRI of at least 39 at installation), (2)
be a vegetated roof, or (3) be covered by
energy generation systems, such as solar thermal collectors,
photovoltaics, and wind turbines .
41
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
SS CREDIT: LIGHT POLLUTION REDUCTION
BD&C
1 point
This credit applies to
struction (1 point)
93. Intent
To increase night sky access, improve nighttime visibility, and
reduce the consequences of
development for wildlife and people.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Meet uplight and light trespass requirements, using either the
backlight-uplight-glare (BUG) method
(Option 1) or the calculation method (Option 2). Projects may
use different options for uplight and light
trespass.
Meet these requirements for all exterior luminaires located
inside the project boundary (except those
listed under “Exemptions”), based on the following:
mounted in the same orientation and tilt
as specified in the project design; and
he project property (at the time
construction begins). Classify the project
94. under one lighting zone using the lighting zones definitions
provided in the Illuminating
Engineering Society and International Dark Sky Association
(IES/IDA) Model Lighting Ordinance
(MLO) User Guide.
Additionally, meet the internally illuminated signage
requirement.
Uplight
Option 1. BUG Rating Method
Do not exceed the following luminaire uplight ratings, based on
the specific light source installed in the
luminaire, as defined in IES TM-15-11, Addendum A.
Table 1. Maximum uplight ratings for luminaires
MLO lighting zone Luminaire uplight
rating
LZ0 U0
LZ1 U1
LZ2 U2
LZ3 U3
95. 42
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
LZ4 U4
OR
Option 2. Calculation Method
Do not exceed the following percentages of total lumens emitted
above horizontal.
Table 2. Maximum percentage of total lumens emitted above
horizontal, by lighting
zone
MLO lighting zone Maximum allowed percentage of total
luminaire lumens emitted above horizontal
LZ0 0%
LZ1 0%
LZ2 1.5%
LZ3 3%
LZ4 6%
AND
96. Light Trespass
Option 1. BUG Rating Method
Do not exceed the following luminaire backlight and glare
ratings (based on the specific light source
installed in the luminaire), as defined in IES TM-15-11,
Addendum A, based on the mounting location
and distance from the lighting boundary.
Table 3. Maximum backlight and glare ratings
MLO lighting zone
Luminaire mounting LZ0 LZ1 LZ2 LZ3 LZ4
Allowed backlight ratings
> 2 mounting heights from lighting
boundary
B1 B3 B4 B5 B5
1 to 2 mounting heights from lighting
boundary and properly oriented
B1 B2 B3 B4 B4
0.5 to 1 mounting height to
lighting boundary and properly
oriented
B0 B1 B2 B3 B3
97. < 0.5 mounting height to lighting
boundary and properly oriented B0 B0 B0 B1 B2
Allowed glare ratings
Building-mounted > 2 mounting
heights from any lighting
boundary
G0 G1 G2 G3 G4
43
Updated to reflect the April 14, 2017 LEED v4 Building Design
and Construction Addenda
Building-mounted 1–2 mounting
heights from any lighting
boundary
G0 G0 G1 G1 G2
Building-mounted 0.5 to 1
mounting heights from any
lighting boundary
G0 G0 G0 G1 G1
Building-mounted < 0.5 mounting
heights from any lighting
boundary
G0 G0 G0 G0 G1
98. All other luminaires G0 G1 G2 G3 G4
The lighting boundary is located at the property lines of the
property, or properties, that the LEED
project occupies. The lighting boundary can be modified under
the following conditions:
is not limited to, a walkway,
bikeway, plaza, or parking lot, the lighting boundary may be
moved to 5 feet (1.5 meters)
beyond the property line.
corridor, the lighting
boundary may be moved to the center line of that street, alley,
or corridor.
the same
entity that are contiguous to the
property, or properties, that the LEED project is within and
have the same or higher MLO
lighting zone designation as the LEED project, the lighting
boundary may be expanded to
include those properties.
Orient all luminaires less than two mounting heights from the
lighting boundary such that the backlight
points toward the nearest lighting boundary line. Building-
mounted luminaires with the backlight
oriented toward the building are exempt from the backlight
rating requirement.
OR
99. Option 2. Calculation Method
Do not exceed the following vertical illuminances at the
lighting boundary (use the definition of lighting
boundary in Option 1). Calculation points may be no more than
5 feet (1.5 meters) apart. Vertical
illuminances must be calculated on vertical planes running
parallel to the lighting boundary, with the
normal to each plane oriented toward the property and
perpendicular to the lighting boundary,
extending from grade level to 33 feet (10 meters) above the
height of the highest luminaire.
Table 4. Maximum vertical illuminance at lighting boundary, by
lighting zone
MLO lighting zone Vertical illuminance
LZ0 0.05 fc (0.5 lux)
LZ1 0.05 fc (0.5 lux)
LZ2 0.10 fc (1 lux)
LZ3 0.20 fc (2 lux)
LZ4 0.60 fc (6 lux)
FC = footcandle.
AND
Internally Illuminated Exterior Signage
100. Do not exceed a luminance of 200 cd/m2 (nits) during nighttime
hours and 2000 cd/m2 (nits) during
daytime hours.
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Exemptions from Uplight and Light Trespass Requirements
The following exterior lighting is exempt from the
requirements, provided it is controlled separately from
the nonexempt lighting:
transportation;
in MLO lighting zones 3 and 4, and is
automatically turned off from midnight until 6 a.m.;
trical purposes for stage, film, and video
performances;
-mandated roadway lighting;
helipads;
4; and
luminated signage.
101. 45
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SS CREDIT: SITE MASTER PLAN
BD&C
1 point
This credit applies to
Intent
To ensure that the sustainable site benefits achieved by the
project continue, regardless of future
changes in programs or demographics.
Requirements
SCHOOLS
The project must achieve at least four of the following six
credits, using the associated calculation
methods. The achieved credits must then be recalculated using
the data from the master plan.
102. —Protect or Restore Habitat
ion
A site master plan for the school must be developed in
collaboration with school authorities. Previous
sustainable site design measures should be considered in all
master-planning efforts so that existing
infrastructure is retained whenever possible. The master plan
must therefore include current construction
activity plus future construction (within the building’s lifespan)
that affects the site. The master plan
development footprint must also include parking, paving, and
utilities.
Projects where no future development is planned are not eligible
for this credit.
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SS CREDIT: TENANT DESIGN AND CONSTRUCTION
GUIDELINES
103. BD&C
1 point
This credit applies to
Intent
To educate tenants in implementing sustainable design and
construction features in their tenant
improvement build-outs.
Requirements
CS
Publish for tenants an illustrated document with the following
content, as applicable:
features incorporated in the core and
shell project and the project’s sustainability goals and
objectives, including those for tenant
spaces;
strategies, products, materials, and
services; and
and construction with the
building systems when pursuing the following LEED v4 for
Interior Design and Construction
prerequisites and credits:
104. o WE Prerequisite: Indoor Water Use Reduction
o WE Credit: Indoor Water Use Reduction
o EA Prerequisite: Minimum Energy Performance
o EA Prerequisite: Fundamental Refrigerant Management
o EA Credit: Optimize Energy Performance
o EA Credits: Advanced Energy Metering
o EA Credit: Renewable Energy Production
o EA Credit: Enhanced Refrigerant Management
o MR Prerequisite: Storage and Collection of Recyclables
o EQ Prerequisite: Minimum Indoor Air Quality Performance
o EQ Prerequisite: Environmental Tobacco Smoke Control
o EQ Credit: Enhanced Indoor Air Quality Strategies
o EQ Credit: Low-Emitting Materials
o EQ Credit: Construction Indoor Air Quality Management Plan
o EQ Credit: Indoor Air Quality Assessment
o EQ Credit: Thermal Comfort
o EQ Credit: Interior Lighting
o EQ Credit: Daylight
o EQ Credit: Quality Views
o EQ Credit: Acoustic Performance
Provide the guidelines to all tenants before signing the lease.
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SS CREDIT: PLACES OF RESPITE
BD&C
1 point
This credit applies to
105. Intent
To provide patients, staff, and visitors with the health benefits
of the natural environment by creating
outdoor places of respite on the healthcare campus.
Requirements
HEALTHCARE
Provide places of respite that are accessible to patients and
visitors, equal to 5% of the net usable
program area of the building.
Provide additional dedicated places of respite for staff, equal to
2% of the net usable program area of the
building.
Places of respite must be outdoors, or be located in interior
atria, greenhouses, solaria, or conditioned
spaces; such interior spaces may be used to meet up to 30% of
the required area if 90% of each
qualifying space’s gross floor area achieves a direct line of
sight to unobstructed views of nature.
All areas must meet the following requirements.
rom within the building or located
within 200 feet (60 meters) of a
building entrance or access point.
medical care is delivered.
east
106. one seating space per 200 square
feet (18.5 square meters) of each respite area, with one
wheelchair space per five seating
spaces..
-use
gardens unavailable to all
building occupants may account for no more than 50% of the
required area.
-access natural trails that are available to visitors,
staff, or patients may account for
no more than 30% of the required area, provided the trailhead is
within 200 feet (60 meters) of
a building entrance.
Additionally, outdoor areas must meet the following
requirements.
vegetated at the ground plane (not
including turf grass) or have overhead vegetated canopy.
pen to fresh air, the sky, and the natural
elements.
Construction of Health Care
Facilities (Section 1.2-6.3 and Appendix A1.2-6.3:Wayfinding).
7.6 meters) of a
smoking area (see EQ
Prerequisite Environmental Tobacco Smoke Control).
107. Existing places of respite on the hospital campus may qualify if
they otherwise meet the credit
requirements.
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SS CREDIT: DIRECT EXTERIOR ACCESS
BD&C
1 point
This credit applies to
Intent
To provide patients and staff with the health benefits associated
with direct access to the natural
environment.
Requirements
HEALTHCARE
Provide direct access to an exterior courtyard, terrace, garden,
or balcony. The space must be at least 5
square feet (0.5 square meters) per patient for 75% of all
inpatients and 75% of qualifying outpatients
whose clinical length of stay (LOS) exceeds four hours.
Patients whose length of stay exceeds four hours, and whose
treatment makes them unable to move,
108. such as emergency, stage 1 surgical recovery, and critical care
patients, may be excluded.
Places of respite outside the building envelope that meet the
requirements of SS Credit Places of Respite
that are immediately adjacent to clinical areas or with direct
access from inpatient units may be included.
Qualifying spaces must be designated as nonsmoking The
spaces must also meet the requirements for
outdoor air contaminant concentrations enumerated in EQ
Credit Enhanced Indoor Air Quality Strategies,
Option 2 and be located more than 100 feet (30 meters) from
building exhaust air locations, loading
docks, and roadways with idling vehicles.
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SS CREDIT: JOINT USE OF FACILITIES
BD&C
1 point
This credit applies to
Intent
To integrate the school with the community by sharing the
building and its playing fields for nonschool
109. events and functions.
Requirements
SCHOOLS
Option 1. Make Building Space Open to the General Public (1
point)
In collaboration with the school authorities, ensure that at least
three of the following types of spaces in
the school are accessible to and available for shared use by the
general public:
adiums; and
Provide access to toilets in joint-use areas after normal school
hours.
OR
Option 2. Contract with Specific Organizations to Share
Building Space (1 point)
In collaboration with the school authorities, contract with
community or other organizations to provide at
least two types of dedicated-use spaces in the building, such as
110. the following:
offices);
fice;
Provide access to toilets in joint-use areas after normal school
hours.
OR
Option 3. Use Shared Space Owned by Other Organizations (1
point)
In collaboration with the school authorities, ensure that at least
two of the following six types of spaces
that are owned by other organizations or agencies are accessible
to students:
111. 50
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Provide direct pedestrian access to these spaces from the
school. In addition, provide signed joint-use
agreements with the other organizations or agencies that
stipulate how these spaces will be shared.
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WATER EFFICIENCY (WE)
WE PREREQUISITE: OUTDOOR WATER USE REDUCTION
Required
BD&C
112. This prerequisite applies to
Intent
To reduce outdoor water consumption.
Requirements
NC, CS, SCHOOLS, RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS,
HOSPITALITY,
HEALTHCARE
Reduce outdoor water use through one of the following options.
Nonvegetated surfaces, such as
permeable or impermeable pavement, should be excluded from
113. the landscape area calculations. Athletic
fields and playgrounds (if vegetated) and food gardens may be
included or excluded at the project team’s
discretion.
Option 1. No Irrigation Required
Show that the landscape does not require a permanent irrigation
system beyond a maximum two-year
establishment period.
OR
Option 2. Reduced Irrigation
Reduce the project’s landscape water requirement by at least
30% from the calculated baseline for the
site’s peak watering month. Reductions must be achieved
through plant species selection and irrigation
system efficiency, as calculated by the Environmental
Protection Agency (EPA) WaterSense Water
Budget Tool.
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WE PREREQUISITE: INDOOR WATER USE REDUCTION
Required
114. BD&C
This prerequisite applies to
nters
Intent
To reduce indoor water consumption.
Requirements
NC, CS, SCHOOLS, NC-RETAIL, DATA CENTERS,
WAREHOUSES & DISTRIBUTION CENTERS, NC-
HOSPITALITY,
HEALTHCARE
Building Water Use
For the fixtures and fittings listed in Table 1, as applicable to
115. the project scope, reduce aggregate water
consumption by 20% from the baseline. Base calculations on the
volumes and flow rates shown in Table 1.
All newly installed toilets, urinals, private lavatory faucets, and
showerheads that are eligible for labeling
must be WaterSense labeled (or a local equivalent for projects
outside the U.S.).
Table 1. Baseline water consumption of fixtures and fittings
Fixture or fitting Baseline (IP units) Baseline (SI units)
Toilet (water closet)* 1.6 gpf
6 lpf
Urinal* 1.0 gpf 3.8 lpf
Public lavatory (restroom)
faucet
0.5 gpm at 60 psi** all others except
private applications
1.9 lpm at 415 kPa, all others
except private applications
Private lavatory faucets 2.2 gpm at 60 psi 8.3 lpm at 415 kPa
Kitchen faucet (excluding
faucets used exclusively for
filling operations)
116. 2.2 gpm at 60 psi 8.3 lpm at 415 kPa
Showerhead* 2.5 gpm at 80 psi per shower stall 9.5 lpm at 550
kPa per shower
stall
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* WaterSense label available for this
product type
gpf = gallons per flush
gpm = gallons per minute
psi = pounds per square inch
lpf = liters per flush
lpm = liters per minute
kPa = kilopascals
Appliance and Process Water Use
Install appliances, equipment, and processes within the project
scope that meet the requirements listed in
the tables below.
Table 2. Standards for appliances
Appliance Requirement
117. Residential clothes washers ENERGY STAR or performance
equivalent
Commercial clothes washers CEE Tier 3A
Residential dishwashers (standard and compact) ENERGY
STAR or performance equivalent
Prerinse spray valves ≤ 1.3 gpm (4.9 lpm)
Ice machine ENERGY STAR or performance equivalent and use
either air-cooled or closed-loop cooling, such as
chilled or condenser water system
gpm = gallons per minute
lpm = liters per minute
Table 3. Standards for processes
Process Requirement
Heat rejection and cooling No once-through cooling with
potable water for any
equipment or appliances that reject heat
Cooling towers and evaporative condensers Equip with
maximum of 0.002% of recirculated water